寓于教科书的乡土地方性知识教学——基于知识社会学视角的观照

Teaching Local Rural Knowledge in Textbooks: A Perspective Basedon the Sociology of Knowledge

全面认识与有效使用寓于教科书的乡土地方性知识直接关系着广大青少年对中华优秀传统乡土文化的继承与发展。以2022年部编版小学语文教科书为样本,从主题内容和呈现形式分析乡土地方性知识的呈现图景,发现部编版小学语文教科书中自然生态和生产生活类乡土地方性知识呈现较多,且各学段分布均匀;表现出类目多样与图文并茂、文化性与审美性兼具、乡土浪漫主义与现实主义兼融、零散性与矛盾性显著等特点。新课标背景下,有效开展乡土地方性知识教学应当以语文学科核心素养为导向,明确乡土地方性知识教学目标;以单元整体设计为依托,整合乡土地方性知识教学内容;以真实情境与任务为勾连,创设乡土地方性知识教学方式,从而提升学生的语文素养和乡土文化底蕴。

The comprehensive understanding and effective use of local rural knowledge in textbooks are directly related to the inheritance and development of Chinese traditional local culture among young people.Let′s take the Chinese language textbook for primary schools in 2022 compiled by the Ministry of Education as an example to analyze the presentation of local rural knowledge in terms of thematic content and presenting forms.Here are some findings:these textbooks tend to present more knowledge about natural ecology,field working and everyday life,and the above contents are distributed evenly among different learning periods;and the textbooks exhibit such distinctive features as diverse categories and combining words with illustrations,cultural elements with aesthetic needs,vernacular romanticism with realism,and significant fragmentation with ambivalence.In the context of the new curriculum,the effective teaching of local rural knowledge should target to the core literacy of Chinese language,clarify its teaching objectives;take the overall design of the unit as its scaffolding to integrate the teaching contents;and link the teaching task with the real situation to create the teaching methods,so as to improve student′s Chinese language literacy and rural cultural literacy.