语文教科书变革70年:演进、争议与构想

Evolution, Controversy and Conception: 70 Years of Chinese Textbook Revolution

回顾新中国成立以来的教育教学改革,语文学科往往是改革重点。语文教科书的功能不断被重新审视,其内容、结构也不断更新调整:从开创性的汉语、文学分科编制尝试,到"科学化"进程中编写体系的演变、多样化探索中的学习功能定位,但语文教科书的功能究竟是"教学对象"还是"学习凭借",体系建构是"知识主线"还是"素养脉络"等根本问题并未得到解决。"学习者中心"的课堂变革提出"学本化"的教科书编制取向,遵循"学的逻辑"的语文教科书既是信息载体、文化介质、素材资源、行动指南,又有可能成为学生开展跨媒介学习的引子。

Reviewing the reform of education and instruction since the year of 1949, the subject of Chinese has become the focus of public concern and educational reform. The functions of Chinese textbooks have been constantly reexamined, and its content, context and structure have been updated and adjusted from groundbreaking Chinese and separated teaching of literature to compiling system evolution during the scientific process and learning functional orientation during the diversified exploration. There are several essential issues that remain unsolved as follows: whether the function of Chinese textbooks is teaching object or learning resort;whether system construction is taking knowledge or attainment as the main line. The learner-centered classroom reform came up with learning script-oriented textbook compilation, following the learning logic of Chinese textbook as information carrier, cultural media, material resources, action guide and primer of students’ cross-media learning.