“文化母乳”:基础教育教材的功能定位
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摘要
教材是教育研究的薄弱环节,一个重要的表现就是我们至今还不能给教材一个恰当、准确的功能定位。改革开放以来,我们对教材功能的认识起起伏伏,在圣化与降格两个极端中摇摆。对教材功能的定位,需要站在学生的立场上。从学生立场来看,教材对学生来说,就是他们成长所必须的"文化母乳"。作为"文化母乳",教材不仅为学生的精神成长提供最基本的文化滋养与文化保护,也是学生走向文化世界的阶梯。"文化母乳"这一功能定位的实现不是无条件的,教材要配得上"文化母乳"的地位,必须具备为学生提供全面而均衡的文化滋养、讲好"文化叙事"、具有亲学生性、确定性与开放性等基本品质。
Textbook research is one of the weak link of educational research. An important manifestation is that we still cannot give the textbooks an appropriate and accurate functional orientation. Since China's reform and opening up, our understanding of the function of the textbooks has been changing, swinging from the two extremes of sanctification and degrading. When we consider the function of the textbooks, we need to stand on student's position. Considering the students, the textbooks are the "cultural breast milk" which is necessary for students' growth. As "cultural breast milk", the textbooks not only provide the basic cultural nourishment and cultural protection for the students' spiritual growth, but also are the steps towards the cultural world. To implement the function of "cultural breast milk," the textbooks must meet some standards. It should provide students with comprehensive and balanced cultural nourishment, narrate culture properly and have basic qualities of pro-students, certainty and openness.
Textbook research is one of the weak link of educational research. An important manifestation is that we still cannot give the textbooks an appropriate and accurate functional orientation. Since China's reform and opening up, our understanding of the function of the textbooks has been changing, swinging from the two extremes of sanctification and degrading. When we consider the function of the textbooks, we need to stand on student's position. Considering the students, the textbooks are the "cultural breast milk" which is necessary for students' growth. As "cultural breast milk", the textbooks not only provide the basic cultural nourishment and cultural protection for the students' spiritual growth, but also are the steps towards the cultural world. To implement the function of "cultural breast milk," the textbooks must meet some standards. It should provide students with comprehensive and balanced cultural nourishment, narrate culture properly and have basic qualities of pro-students, certainty and openness.
引文
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[3][5] 郭晓明.从“圣经”到“材料”——论教师教材观的转变[J].高等师范教育研究,2011(11):17-21.
[6] 石鸥,张学鹏.改革开放40年教科书建设再论[J].教育学报,2018(4):26-33.
[7] 孙智昌.教科书的本质:教学活动文本[J].课程·教材·教法,2013(10):16-21.
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[11] 陈月茹.教科书应该是权威吗[J].教育研究,2009(7):100-103.
[12] 高德胜.《思想品德》教材理念的革新[J].课程·教材·教法,2006(6):58-61.
[13] 石鸥,石玉.论教科书的基本特征[J].教育研究,2012(4):92-97.
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[15] [奥地利] 洛伦茨.文明人类的八大罪孽[M].徐筱春,译.合肥:安徽文艺出版社,2000:34.
[16] 石鸥,张文.学科核心素养培养呼唤核心素养的教科书[J].课程·教材·教法,2016(9):14-19.
[17][19] 高德胜.以学校活动为核心建构小学《道德与法治》教材[J].中国教育学刊,2018(1):1-8.
[18] Williams,J.H.& Wendy,D.(Re)Constructing Memory:Textbooks,Identity,Nation and State[M].Rotterdam:Sense Publishers,2016:12.
[20] Olsson,S.Our View on the Other:Issues Regarding School Textbooks[J].British Journal of Religious Education,2010(1):41-48.
[21] 吴小鸥.教科书,本质特性何在?——基于百年教科书的几点思考[J].课程·教材·教法,2012(2):62-68.
[2] 邓小平.关于科学和教育工作的几点意见[A].邓小平文献第二卷[C].北京:人民出版社,1994:55.
[3][5] 郭晓明.从“圣经”到“材料”——论教师教材观的转变[J].高等师范教育研究,2011(11):17-21.
[6] 石鸥,张学鹏.改革开放40年教科书建设再论[J].教育学报,2018(4):26-33.
[7] 孙智昌.教科书的本质:教学活动文本[J].课程·教材·教法,2013(10):16-21.
[8] 杨启亮.教材的功能:一种超越知识观的解释[J].课程·教材·教法,2002(10):10-13.
[9] 钟启泉,崔允漷,张华.为了中华民族的复兴,为了每位学生的发展:《基础教育课程改革纲要(试行)》解读[M].上海:华东师范大学出版社,2002:8.
[10] [日] 筑波大学教育学研究会.现代教育学基础[M].钟启泉,译.上海:上海教育出版社,1986:251.
[11] 陈月茹.教科书应该是权威吗[J].教育研究,2009(7):100-103.
[12] 高德胜.《思想品德》教材理念的革新[J].课程·教材·教法,2006(6):58-61.
[13] 石鸥,石玉.论教科书的基本特征[J].教育研究,2012(4):92-97.
[14] [美] 杜威.民主主义与教育[M].林宝山,译.台北:五南图书出版公司,1989:20.
[15] [奥地利] 洛伦茨.文明人类的八大罪孽[M].徐筱春,译.合肥:安徽文艺出版社,2000:34.
[16] 石鸥,张文.学科核心素养培养呼唤核心素养的教科书[J].课程·教材·教法,2016(9):14-19.
[17][19] 高德胜.以学校活动为核心建构小学《道德与法治》教材[J].中国教育学刊,2018(1):1-8.
[18] Williams,J.H.& Wendy,D.(Re)Constructing Memory:Textbooks,Identity,Nation and State[M].Rotterdam:Sense Publishers,2016:12.
[20] Olsson,S.Our View on the Other:Issues Regarding School Textbooks[J].British Journal of Religious Education,2010(1):41-48.
[21] 吴小鸥.教科书,本质特性何在?——基于百年教科书的几点思考[J].课程·教材·教法,2012(2):62-68.