教师教材理解:概念、类型及转向  

Teacher's Understanding of Textbook: Concept, Type and Transformation

作　　者：申大魁[1] 田建荣[1] 

机构地区：[1]陕西师范大学教育学院,陕西西安710062

出　　处：《教育理论与实践》2014年第8期55-58,共4页Theory and Practice of Education

基　　金：教育部人文社会科学研究项目<高考多元录取机制促进高中教育多样化发展研究>(项目批准号:11YJA880093)的阶段性研究成果

摘　　要：教师教材理解是课程理解活动中重要的组成部分,是教师进行有效课堂教学的基本前提。教师教材理解是指教师基于自身的专业知识、专业素养以及教材观,对教材意义的解读过程。从意义创生的角度,教师教材理解可分为意义复原式教材理解和意义创生式教材理解。从意义复原式转向意义创生式是教师教材理解的应然取向。Teacher＇s understanding of textbook is an essential part of the understanding of curriculum, and also the basic premise for the teachers to effectively accomplish classroom teaching. It refers to the teacher＇ s interpretation of the meaning of textbook based on the teacher＇s professional knowledge, professional quality and view of teaching materials. From the perspective of the creation of meaning, teacher＇s understanding of textbook can be divided into the restoration of meaning and the creation of meaning. The transformation of teacher＇s understanding of textbook from the restoration of meaning to the creation of meaning is the rational orientation.

关 键 词：教师教材理解 意义复原式教材理解 意义创生式教材理解 

分 类 号：G423.3[文化科学—课程与教学论]