超越经验与常识:教科书的教学性再认识

Beyond Experience and Common Sense:Reframing the Teaching Nature of Textbooks

教科书的教学性,是指教科书具有的基于教学、为了教学并指向教学的与生俱来的生命属性。对教科书教学性的研究一直未引起学术界的足够重视。因为缺少了对教科书何以具有教学性等一些本体论问题的深层揭示,人们对教科书教学性的认识就会停留在经验与常识层面:表面化理解甚至曲解的教科书教学性、教科书教学性窄化或单一化为“可教性和易学性”,以及教学性作为教科书属性的理论推进缺乏本体论层面的揭示等。基于教学性是教科书的内在需要这一理论可以检证:教学性是教科书的生命属性,是教科书的存在之根。教科书的教学性需要主要包括四大类型:国家和社会的需要、文化保持与传承的需要、教诲与引领学生成长的需要以及交往或对话的需要。

The teaching nature of textbooks refers to the innate life attribute of textbooks on teaching,for teaching and to teaching.The research on the teaching nature of textbooks has not attracted enough attention from the academic community,because there is no adequate ontological argument for the existence of this teaching nature.People’s understanding of the teaching nature of textbooks often stays at the level of experience and common sense,mainly as follows:superficial understanding and even misinterpretation of it,narrowing or simplifying it to“being teachable and easy to learn”,or lacking the theoretical advancement of teaching nature as a textbook attribute at the ontological level.Based on the theory that teaching nature is the inherent need of textbooks,this study explains that teaching nature is the life attribute of textbooks and the root of the existence of textbooks.The needs for teaching nature of textbooks mainly include four types,namely the need of the state and society,the need for cultural preservation and inheritance,the need to teach and lead the growth of students,and the need for communication or dialogue.