“教材学”的建构何以可能:基于教材媒介性的分析

How Can the Construction of “Textbook Science” Be Possible: Analysis Based on the Mediality of Textbook

教材是一种特殊的社会语言,具有区别于其他文本的独特的媒介性。这种媒介性具有多元性与嵌套性、时代性与国别性、二重性与多模性的特点,是支撑"教材学"走向学科的重要的观念范式。基于媒介性的"教材学",在知识生产、学科结构、研究队伍和研究方法等方面呈现出独特的样态。未来推动"教材学"的学科建设,应实现从"用教材研究"到"对教材的研究"的转向,落实增设二级学科与设置研究方向并举,并推动官方与民间完善学科研究建制。

Textbook, a special social language that is different from other types of text in the medium nature, features pluralism and nesting, era and nationality, duality and multi-modality. From the perspective of discipline paradigm, the medium of textbook can be regarded as the foundation of the construction of “textbook science”. From the perspective of the current development of the field of textbook research, textbook science has initially formed a discipline paradigm at both the conceptual and the social organizational level. However, this paradigm mainly exists in the related disciplines involving textbook research in a discrete form, which may be attributed to the fact that a considerable amount of research has not changed from “study by textbooks” to “study textbooks”. In the future, the construction of “textbook science” in China should consciously establish the research paradigm of “textbook science” with the action of textbook researchers, form the stable system of “textbook science” with the normalization of textbook research organization, build the action system of “textbook science” with the integration of textbook research and practice, and generate the disciplinary structure of “textbook science” with Chinese characteristics.