摘要
本文从实然视角,基于“教材作为学习素材—教材使用作为学习过程—教材作为教学系统要素”的三维框架,阐述高中英语新教材使用研究的问题与建议。教材作为学习素材的研究应进一步考察教师如何认识新教材与学生学习的互动关系,以及这种认知的来源;教材使用作为学习过程的研究,建议更多考察新教材的设计所表达的学习倡导和预置的学习过程,以及教师对这种倡导和过程的认知,而不应单纯关注如何在教学实践中将新教材操作化;教材作为教学系统要素的研究,应更注重教学系统的生态性,即各种要素如何共生互动、促进学习,尤其是新教材如何跨越人群(教师、学生、家长等)和场景(课内、课外)与其他要素协同促学。
Drawing on a three-dimensional framework,i.e.,textbook as learning resource,textbook use as instructional process,and textbook as a component of the instructional system,this article problematises research on teacher’s use of new English textbooks for senior high schools,as it fails to adequately address the educational realities involved in textbook use.Specifically,textbook as learning resource should be further examined to reveal how teachers understand students’engagement with the new textbook in English learning,as well as how such understanding emerges.Studies on textbook use as instructional process are expected to unpack the learning processes a new textbook intends to suggest as are embedded in its design.Such studies should also examine how teachers understand such intentions of the textbook,rather than simply focusing on how they practically use or should use the textbook in classroom teaching.As a component of the instructional system,the new textbook should also be examined to elucidate the ecology that enables the complex interaction between different groups(e.g.,teachers,students,parents,etc.)in various contexts(i.e.,in-class and out-of-class),which promotes students’learning.
作者
徐浩
史新蕾
Xu Hao;Shi Xinlei
出处
《基础外语教育》
2023年第2期32-36,107,共6页
Basic Foreign Language Education
基金
2020年度中国外语教材研究专项课题“新教材使用中教师认知变化的跟踪研究”(编号:ZGWYJCYJ2020606)的研究成果。
