教师教材理解的过程探析——符号互动论视角  

The Process Analysis of Teacher's Understanding of Textbook——Symbolic Interactionism Perspective

作　　者：申大魁[1] 

机构地区：[1]青海师范大学生命与地理科学学院,青海西宁810008

出　　处：《教育理论与实践》2017年第34期52-56,共5页Theory and Practice of Education

基　　金：2017年青海省社会科学规划课题"民生改善视域下青海藏族地区义务教育质量优化研究(项目批准号:17031)的阶段性研究成果

摘　　要：将文本概念与符号互动理论及古德莱德的课程层次理论相结合,教师教材理解的过程可以概括为教师与课程标准的互动、教师与教材的互动、教师与学生的互动三个主要环节。在这一过程中,教师将社会层次的课程转换为领悟层次的课程,将领悟的课程转换为教学层次的课程,又将教学层次的课程转换为体验层次的课程,课程标准文本被转换为教材文本,教材文本被转换为教案文本,教案文本又被转换为课堂文本。教师教材理解的过程实际上就是文本转换的过程。Combine text concept, Symbolic Interactionism and Goodlad＇s theory of curriculum hierarchy, the process of teacher＇s understanding of textbook can be summarized as the interaction between teachers and curriculum standard, the interaction between teachers and textbook, the interaction between teachers and student three main links. In this process, the teacher converts societal curriculum to comprehend curriculum, converts comprehend curriculum to instructional curriculum, also converts instructional curriculum to experiential curriculum, curriculum standard text is converted to the textbook text, textbook text is converted to the teaching plan text, teaching plan text is converted to the classroom text. The process of teacher＇ s understanding of textbook is actually the process of text conversion.

关 键 词：教师教材理解 符号互动理论 课程标准 教材 学生 文本转换 

分 类 号：G420[文化科学—课程与教学论]