教材研究框架的建构及使用——以语文教材为例
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摘要
已有的教材研究框架呈现出研究对象不全面、分类标准欠科学、具体的研究问题缺乏等不足。基于此,可建构出一个多维、动态、具体的教材研究框架。其研究对象包括探讨教材文本规定以及实体呈现两大静止形态,及其编审出版、选用教学以及传播收藏三大动态过程,形成一个立体的三维空间。其研究路径包括调查对象、研究方法、分类方法和评价指标四大要素,用以研究有关教材的具体问题。使用框架时,要准确定位研究问题的层次,观测研究问题所处的生态系统,合理选择研究路径。同时,在框架的每部分附上具体的研究问题以供参考。
The existing research frameworks of teaching materials present several problems, such as incomplete research objects, lack of scientific classification criteria,and absence of specific research questions. Based on this, a "multidimensional,dynamic and specific" teaching material research framework can be constructed. Its research objects include discussing two static forms of teaching materials which involve textual formulations and entity presentation, as well as three dynamic processes of edition and publication,selection and teaching, and dissemination and collection,forming a comprehensive framework. To study specific problems about teaching materials, the research path includes the four factors: investigation objects, research methods, classification methods and evaluation indicators. When using the framework, we must locate the level of the research question accurately,clarify the relationship between the question and its related issues, observe the ecosystem in which the question is located, and finally choose the research methods reasonably. At the same time, we should attach specific research questions to each part of the framework for reference.
The existing research frameworks of teaching materials present several problems, such as incomplete research objects, lack of scientific classification criteria,and absence of specific research questions. Based on this, a "multidimensional,dynamic and specific" teaching material research framework can be constructed. Its research objects include discussing two static forms of teaching materials which involve textual formulations and entity presentation, as well as three dynamic processes of edition and publication,selection and teaching, and dissemination and collection,forming a comprehensive framework. To study specific problems about teaching materials, the research path includes the four factors: investigation objects, research methods, classification methods and evaluation indicators. When using the framework, we must locate the level of the research question accurately,clarify the relationship between the question and its related issues, observe the ecosystem in which the question is located, and finally choose the research methods reasonably. At the same time, we should attach specific research questions to each part of the framework for reference.
引文
[1]丁朝蓬.教材评价指标体系的建立[J].课程·教材·教法,1998(7).
[2]教育部《基础教育教材评价工具制定》项目组.新课程实验教科书的初步分析评价[J].全球教育展望,2002(9).
[3]高凌飚.关于教材评价体系的建议[J].全球教育展望,2002(4).
[4]方红峰.论教材选用视野中的教科书评价[J].课程·教材·教法,2003(7).
[5]徐鹏,郑国民.高中实验教科书使用情况跟踪调研的实施构想[J].课程·教材·教法,2011(9).
[6]张燕华,郑国民.教科书属性分类的理论框架及运用——以语文教科书为例[J].课程·教材·教法,2013(4).
[2]教育部《基础教育教材评价工具制定》项目组.新课程实验教科书的初步分析评价[J].全球教育展望,2002(9).
[3]高凌飚.关于教材评价体系的建议[J].全球教育展望,2002(4).
[4]方红峰.论教材选用视野中的教科书评价[J].课程·教材·教法,2003(7).
[5]徐鹏,郑国民.高中实验教科书使用情况跟踪调研的实施构想[J].课程·教材·教法,2011(9).
[6]张燕华,郑国民.教科书属性分类的理论框架及运用——以语文教科书为例[J].课程·教材·教法,2013(4).