教师教科书素养的结构体系与发展建议

The Structural System and Development Suggestions of Teachers’ Textbook Competencies

在新时代教材建设的背景下,探寻中小学教师的教科书素养有助于实现教材改革的基本诉求。基于教科书实践样态与理论研究成果,教师的教科书素养是指教师为实现教科书的育人价值,提升教科书的育人效能,彰显教师的育人主体性而具备的综合品质及其表现。其基本结构体系由教师的教科书理解、教科书审美、教科书使用、教科书评价与教科书研究等构成。在实践中,教师教科书素养的发展面临教师与教科书关系的现实疏离、教师教科书素养发展意识薄弱、缺乏对教师教科书素养发展的有效引领等现实局限。因此,应着力从拓展教师教科书素养的研究视野、探究素养发展取向的教科书属性、优化教师教科书素养发展制度、重构教科书素养发展的主体资源等四方面促进教师教科书素养的发展。

Under the background of teaching material construction in the new era, exploring teachers’ textbook competencies is helpful to realize the basic demands of textbook reform. Based on the practice and theoretical research results of textbooks, teachers’ textbook competencies refers to the comprehensive quality and performance of teachers in order to realize the educational value of textbooks, enhance the educational efficiency of textbooks, and highlight the subjectivity of teachers.Its basic structure system consists of teachers’ textbook understanding, textbook aesthetics, textbook use, textbook evaluation and textbook research. In practice, the development of teachers’ textbook competencies faces limitations such as the alienation between teachers and textbooks, lack of teachers’ own awareness of and guidance for textbook competencies development. Therefore, efforts should be made from four following aspects: expanding the research perspective of teachers’ textbook competencies;exploring the competencies development orientation of textbook attributes;optimizing the development mechanism of teachers’ textbook competencies;reconstructing the main resources of textbook competencies development.