学生教材使用概念的反思与重建

Reflection and Reconstruction of the Concept of Students'Teaching Material Use

教材育人功能的实现取决于学生正确认识与使用教材。把学生教材使用等同于学生教科书使用的观念对学生教材使用作了形式化、抽象化、神秘化、窄化、泛化和非教学化的理解。这导致教材使用不受学生重视,学生使用负担加重与学习质量下降。学生教材使用应作为课堂教学情境中教师指导下以教科书等为学习中介工具掌握科学文化知识,发展能力和形成思想品德的认识活动,具有知识对象性、学生主体性、教科书中介性、教师指导性和教学情境性等特征。学生教材使用类型可分为对象使用与工具使用,概念、原理、方法与态度价值使用,理解与应用使用,教师示范指导使用与教师指导学生自主使用等类型。学生教材使用具有本质与非本质、直接与间接、核心与非核心功能。

Realizing the educational function of instruction requires students to have a correct understanding and use of it.The view of equating teaching materials use with textbook use makes a formal,abstract,mysterious,narrow,generalized and non-pedagogical understanding of it,which leads to neglected teaching material use,increased burden and declined use quality.Students'teaching material use should be a cognitive activity which is guided by teachers and utilizes textbook as intermediaries to acquire scientific and cultural knowledge,develop skills,and foster morality in classroom teaching,and it has the characteristics of knowledge objectivity,student subjectivity,textbook intermediary,teacher instructing and teaching situation.The use can be divided into object and tool use,concept,principle,method and attitude value use,understanding and application use,and teacher demonstration guidance use and teacher guided students'independent use.The use has the function of essential and nonessential,direct and indirect,and core and non-core functions.