论教科书的文本逻辑与生活逻辑  

The Text Logic and the Life logic of the Textbook

作　　者：李功连[1] 

机构地区：[1]洛阳师范学院文学院,洛阳471934

出　　处：《课程．教材．教法》2017年第6期13-18,共6页Curriculum，Teaching Material and Method

基　　金：国家社会科学基金教育学2014年度青年课题"阅读素养及其培养研究:基于PIRLS和PISA的比较和借鉴"(CHA140177)

摘　　要：教科书是主流意识形态和价值观的体现。如何选择、组织、呈现教材内容,体现了教科书文本逻辑与生活逻辑对立统一的价值取向。教科书的文本逻辑体现在历史取向、知识取向和叙述取向三个方面,而生活逻辑表现为事实取向、经验取向和社会取向三个方面。实现文本逻辑与生活逻辑统整,通过教科书使静态的意识形态和价值观念内化为学生的思想观念和情感态度,在潜移默化中实践社会文化知识向学生核心素养发展转变。The textbooks are the social embodiment of the mainstream ideology and values. How to choose, organize and present the content of the textbook reflects the value orientation of the unity of the text logic and the logic of life . The text logic of the textbook is shown as three aspects： the historical orientation, the knowledge orientation and the narrative orientation. In addition, the logic of life is manifested in three aspects： the factual orientation, the experience orientation and the social orientation. The integration of the text logic and the life logic, we can use the textbooks to make the static ideology and values into the students＇ thoughts and feelings. Students will develop their core competences when they are exposure to social culture.

关 键 词：文本逻辑 生活逻辑 教科书 

分 类 号：G423.3[文化科学—课程与教学论]