在线教学教师如何选用教材知识——基于12位中小学教师访谈的质性研究

How do Teachers Choose Textbook Knowledge Online Teaching:A Qualitative Study Based on Interviews with 12 Primary and Secondary School Teachers

后疫情时代,在线教学作为一种重要的教学形态日益显现。教材知识选用是保证线上共同体学习的关键要素。以杜威教材观为分析框架,以深度访谈为方法,试图了解中小学教师教材知识选择什么、怎么选择、选择效应等问题。研究表明,教材知识选用倾向用于学习与巩固基础知识、旨在学生感知教材知识、意于延伸学习视野与经验三个方面。研究发现,相比实体课堂,线上教材知识选用的知识运用成分比重少;在形态、逻辑、证据、角色等方面已经突破实体课堂认知框架;育人逻辑和技术逻辑之间存在冲突;网络环境、教材观、技术因素影响选择质量。后疫情时代的在线教学,教材知识选用应凸显学生高阶思维发展目标、以复杂性思维重建教材知识观、按照技术的认知方式选用教材知识、完善教材知识选用标准,以教材知识选用提升在线教学质量。

In the post epidemic era,online teaching as an important teaching form is becoming more and more obvious.The selection of textbook knowledge is the key element to ensure online community learning.Taking Dewey’s view of materials as the analytical framework,and in-depth interview as the method,this paper attempts to understand what,how and effect of primary and secondary school teachers’choice of textbook knowledge.The research shows that the selection tendency of textbook knowledge can be used to learn and consolidate basic knowledge,aim at students’perception of textbook knowledge,and intend to extend learning vision and experience.Compared with the physical classroom,the proportion of knowledge application components selected,and has broken the cognitive framework of the physical classroom,a conflict between educational logic and technical logic,which is affected by the network environment,textbook view and technical factors.For online teaching,the selection of textbook knowledge should highlight the development goal of students’high-order thinking,reconstruct the concept of textbook knowledge with complex thinking,select textbook knowledge according to the cognitive mode of technology,and improve the selection standard of textbook knowledge,so as to improve the quality of online teaching.