对教师教科书使用的再认识——基于对教师教科书使用研究脉络的梳理

A Re-understanding of Teachers’Textbook Using Based on the Review of the Research Context of Teachers’Textbook Using

教师的教科书使用是新课程从应然向实然转化的关键步骤,是决定课程改革成败的关键环节。然而我国有关教科书使用的理论研究与探讨却一直框限在二元论视角下的“教教材”和“用教材教”的论争之中,导致一线教师陷入两难困境。社会文化理论范式下的教科书使用观认为教师与教科书之间并非简单的主客体关系,而是动态互塑的合作关系。教师在教科书的使用过程中对其中的教学内容和教学活动设计进行解读,展开“对话”,作出专业判断,由此成为一个对课程更具有驾驭能力的课程设计者;教科书在这个过程中被打磨和转化成更适合课程实施环境和学生学习需求的“运作的课程”,因而被“活化”,成为更具生命力和适应力的课程。因此,教师与教科书之间的参与式互动和相互协调才是教师教科书使用的本质内涵。

Teachers’textbook using is a key step in the transformation of new curriculum from ideality to reality,and a key link that determines the success or failure of curriculum reform.However,the theoretical research and discussion on the textbook using in China has been confined to the debate between“teaching textbooks”and“teaching with textbooks”from the perspective of dualism,which has led to a dilemma for front-line teachers.The concept of textbook using under the paradigm of the sociocultural theory holds that the relationship between teachers and textbooks is not a simple subject-object relationship,but a dynamic and interactive relationship.In the process of using textbooks,teachers interpret the teaching content and the design of teaching activities,carry out“dialogue”and make professional judgment,thus becoming a curriculum designer with more control ability of the curriculum.In this process,textbooks have been polished and transformed into“operational curriculum”which is more suitable for curriculum implementation environment and students’learning needs,and thus are“activated”into more vital and adaptable curriculum.Therefore,the interactive participation and mutual coordination between teachers and textbooks are the essential connotation of teachers’textbook using.