摘要
教师的教材使用决定了教材价值的实现。课程改革中有关“教教材”与“用教材教”的持久论争及由此带来的实践困惑有待消解。教材使用的两种研究视角——“课程视角-层级说”与“教学视角-互动说”虽有内涵差异,但共同致力于通过教材使用将学科专家建构的学科转化为儿童的学科。在整合上述两种研究视角的基础上,教材使用的基本逻辑超越“教教材”与“用教材教”之争,指向多重转化中的互动过程。最终,教材使用通过教材的再开发走向教材的持续优化,教材意义的实现因而离不开其使用逻辑。
The way teachers use textbooks determines the realization of the value of textbooks.The persistent controversy about“teaching the textbooks”and“teaching with the textbooks”in curriculum reform and the practical puzzlement caused by it need to be solved.Although there are different connotations between the two research perspectives of textbook use-“hierarchy theory from curriculum perspective”and“interaction theory from instruction perspective”,they are committed to transforming disciplines constructed by disciplinary experts into disciplines for children through the textbook use.On the basis of integrating the above two research perspectives,the basic logic of textbook use goes beyond the dispute between“teaching the textbooks”and“teaching with the textbooks”,and points to the interactive process in multiple transformation.Specifically,with the gradual transformation of textbooks from official textbooks to textbooks designed by teachers,to textbooks operated in teaching,to textbooks experienced by students,students'state of existence has undergone a process of change from abstract existence to concrete existence,to individualized existence,and then to specific existence.The transformation of each level is accompanied by the interaction between teachers and students in a certain state of existence through textbooks.Finally,the textbook use will continue to optimize through the redevelopment of textbooks.The realization of the meaning of textbooks can't be separated from its use logic.
作者
安桂清
An Guiqing(Institute of Curriculum and Instruction,East China Normal University,Shanghai 200062,China)
出处
《课程．教材．教法》
CSSCI
北大核心
2019年第6期69-74,共6页
Curriculum，Teaching Material and Method
基金
全国教科规划2018年度教育部重点课题“指向立德树人的三科统编教材典型课例分析”(DEA180347)
关键词
教教材
用教材教
课卷视角-层级说
教学视角-互动说
学生存在状态
teaching the textbooks
teaching with the textbooks
hierarchy theory from curriculum perspective
interaction theory from instruction perspective
students5 state of existence
