教科书应该是权威吗  

Should the Textbook Be Authority

作　　者：陈月茹[1] 

机构地区：[1]山东师范大学教育学院

出　　处：《教育研究》2009年第7期100-103,共4页Educational Research

基　　金：全国教育科学"十五"规划青年专项课题"中外中小学教科书管理制度比较研究"(课题编号:EDA050195)的阶段性研究成果

摘　　要：我国教科书从传统的权威地位到目前权威地位日渐式微有其传统和现实的原因。教科书不是权威,但必须具有权威性。对教科书价值的认同和理性的服从,对教师和学生都是必要的。文化断代理论启示我们,必须更新教科书编制理念,重新定位教科书编制目标。应将教科书定位于师生对话中生成的开放文本,教科书的编制要转换定论式陈述基调,提供真实、可行的学习情境,扩大知识的应用范围,促进知识正迁移。The traditional and practical factors have caused the approaching declining of the traditional authority of the textbook to current status. Although the textbook is not the authority, it must be authoritative. It is necessary for teachers and students to have the same identity on the value of the textbook and the subjective rational obedience. The theory of dynastic history of culture has offered us an enlightenment that we must update the compiling concept of the textbook and reset its compiling goal. The textbook should be positioned as an opening version that generates from the interaction and dialogue between teacher and student. The compilation of the textbook should change the declarative keynote and offer the real and practical learning contexts, so as to enlarge the applied range of knowledge and promote its positive transfer.

关 键 词：教科书权威地位 文化断代理论 教科书编制理念 

分 类 号：G521[文化科学—教育学]