摘要
语文教育现实中存在“学科知识课程化”“课程知识教材化”“教材知识教学化”等多重转化问题。其中“课程知识教材化”和“教材知识教学化”两个过程意在对语文课程知识进行“教材转译”和“教学转化”。对统编语文教材中“阅读方法性知识”进行梳理和分析,有利于教师更好地理解“教材转译”过程中的“重构—物化—排序”三个环节;而对SECI模型进行考察和阐释,则有利于教师更好地理解“教学转化”过程中的“理解设计—教学实施—社会运用”三个环节。透视语文课程知识的“教材转译”密码,探索语文课程知识的“教学转化”路径,对学生有效吸收、内化和升华语文课程知识具有重要意义。
In actual Chinese education,there are multiple transformation problems,such as curriculum transformation of subject knowledge,textbook transformation of curriculum knowledge,and teaching transformation of textbook knowledge.Among them,the two processes of“textbook transformation of curriculum knowledge”and“teaching transformation of textbook knowledge”are intended for“textbook translation”and“teaching conversion”of Chinese course knowledge.Based on the research and analysis of“reading methodological knowledge”in unified Chinese textbooks,it is helpful for teachers to better understand the three links of“reconstruction-materialization-ordering”in the process of“textbook translation”.Based on the investigation and interpretation of SECI model,it is helpful for teachers to better understand the three stages of“understanding design-teaching implementation-social application”in the process of“teaching conversion”.It is of great significance for students to effectively absorb,internalize and sublimate Chinese curriculum knowledge by analyzing the code of“textbook translation”and exploring the path of“teaching conversion”of Chinese curriculum knowledge.
作者
刘飞
LIU Fei(Teacher Education College,Huaiyin Normal University,Huaian Jiangsu,210097)
出处
《现代基础教育研究》
2020年第2期176-182,共7页
Research on Modern Basic Education
基金
江苏省高校哲学社会科学研究项目(项目编号:2019SJA1631)
江苏省教育科学规划研究项目(项目编号:C-b/2020/01/28)的研究成果。
关键词
语文课程知识
层级转换框架
教材转译
教学转化
SECI模型
Chinese curriculum knowledge
hierarchical transformation framework
textbook translation
teaching conversion
SECI model
