学校地理教科书作用变化的讨论——我国地理课程变革中的继承与发展研究之教科书篇

Functions of Geography Textbooks:Patterns of Continuity and Change of Geography Curriculum in China

我国近百年来学校地理教科书编写的历史表明,地理教科书的基本功能已经从单纯承载地理知识发展到同时承载地理教学方法及地理教学过程的设计。地理教科书具有的功能与所处时代社会、经济发展阶段以及教育者的教育理念有关。就目前我国中学地理教学的实践看,教科书作用的变化无疑是有积极意义的,但是,如果使用者的"教材观"不正确,也会产生限制教师思路的消极影响。有关"教(学)教材"还是"用教材教(学)"的讨论实际上是教科书与教学关系的讨论,而非表面上"教"与"用"的讨论。

China＇s nearly century-long history of geography textbook compilation testifies to the fact that the basic functions of geography textbooks have changed from a simple container of geography knowledge to one incorporating geography curriculum design and teaching and learning processes at the same time. What functions textbooks have is related to socioeconomic development stages, while serving as an index of the educators＇ educational conception. The transition of textbook compilation practice is of undoubted significance to geography education in China. Yet, in case educators hold inefficient conceptions of education, the practice might limit the new functions of textbooks. The discussion on ＂teaching （ learn from） textbooks＂ or ＂teaching （learning） by textbooks＂ is in essence a debate about the relationship between textbooks and teaching （learning）, instead of the simple differentiation between teaching and learning.