摘要
数字教科书是信息技术与课程教学结合的产物,从知识呈现样态上看,有静态知识、动态知识和动静态知识三类。多种知识呈现样态的数字教科书使用是有限度的。静态知识的“保守”将其框定在一定范围内,动态知识的“现代”不应逾越技术的价值尺度,动静态知识的“常态”交互对主体行为有所规制。合理处理数字教科书与纸质教科书的关系,着力提升数字教科书团队的协同能力,加强主体对“数字”的自我觉知力是合理使用数字教科书的理性做法。
Digital textbook is the combination of information technology and education.From knowledge presentation,digital textbooks can be classified into static knowledge,dynamic knowledge,and dynamic and static knowledge.There are limits to use digital textbooks in which various kinds of knowledge take on different present forms:the“conservatism”of static knowledge limits the use of textbooks within a certain range;the“modernity”of dynamic knowledge should not exceed the value scale of technology;and the“normal”interaction of dynamic and static knowledge regulates the subjects'behavior.Therefore,we should seek rational ways to use digital textbooks from three aspects:dealing with the relationship between digital textbook and paper textbook rationally,enhancing the collaborative capacity of digital text book building teams and strengthening subject's self-awareness of“digits”.
作者
石娟
Shi Juan(College of Teacher Education,China West Normal University,Nanchong Sichuan 637009,China)
出处
《课程．教材．教法》
CSSCI
北大核心
2020年第7期26-31,共6页
Curriculum，Teaching Material and Method
基金
国家社会科学基金“十三五”规划2019年度教育学一般课题“数字时代的知识变革与教材编制研究”(BHA190121)。
关键词
数字教科书知识
呈现样态
使用限度
理性追求
digital textbook knowledge
present forms
use limits
rational pursuit
