文化取向的语文教科书研究:现状回视与问题检视  

The Cultural-Orientated Studies on Chinese Textbooks:Current Situation,Shortcomings and Enlightenment

作　　者：俞明雅[1] 

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《当代教育与文化》2016年第4期52-57,共6页Contemporary Education and Culture

摘　　要：20世纪六十七年代国际课程研究从"开发范式"转向"理解范式"以及20世纪80年代国内"文化热"的兴起,文化取向的教科书研究成为20世纪90年代以来新的研究热点。通过对文化取向语文教科书研究的相关文献的梳理,发现已有研究主要从课程论视角、社会学视角、文化学视角、历史学视角对语文教科书的文化建设、文化权利、文化偏见、文化互动等问题展开探讨,其成果丰富了语文教科书的研究。但是,已有研究也存在着一些不足,有待进一步深入。具体而言,一是缺乏以史为鉴的研究方法论自觉;二是对国外研究范式的借鉴缺少本土转化;三是课程论视角下语文教科书的文化建设研究尚需加强。With the international curriculum research shifting from ＂ development paradigm＂ to ＂understanding paradigm＂ and the appearance of ＂cultural fever＂ in domestic studies, the research on the textbook from the perspective of cultural orientation has become a hot topic since 1990s. This article makes a literature review of the previous cultural-oriented studies on the Chinese textbooks. It is found that the existing studies mainly takes four theoretical perspectives, namely curriculum, sociology, culturology and history, to explore such issues as the cultural construction, cultural hegemony, cultural prejudice, and cultural interaction of Chinese textbooks, the result of which is the enrichment of the studies on Chinese textbooks. However, there are also some shortcomings, which need further research. To be more specific, the first one is a lack of consciousness of learning from history in its research methodology the second one is a lack of transformation of foreign research paradigm to fit domestic studies; the third one is the insufficient effort made in studying the cultural construction of Chinese textbooks from the perspective of curriculum theory.

关 键 词：语文教科书 文化研究 文化权利 文化偏见 

分 类 号：G40-055[文化科学—教育学原理] H09[文化科学—教育学]