小学语文教师教学用书比较研究——以中国部编版与日本光村版第一阶段为例  

Comparative Study on Teaching Books of Primary School Language Teachers:Taking the First Learning Sections of Chinese Education Department Version and Japanese Mitsumula Version as an Example

作　　者：李广 洪星 李青[3] LI Guang;HONG Xing;LI Qing(Faculty of Education,Northeast Normal University,Changchun 130024,China;Affiliated Experimental School in High-tech Development District,Liaoning Normal University,Dalian 116044,China;China Basic Education Quality Monitoring Collaborative Innovation Center,Branch in Northeast Normal University,Changchun 130024,China)

机构地区：[1]东北师范大学教育学部,吉林长春130024 [2]辽宁师范大学附属高新区实验学校,辽宁大连116044 [3]中国基础教育质量监测协同创新中心东北师范大学分中心,吉林长春130024

出　　处：《东北师大学报（哲学社会科学版）》2020年第2期155-162,共8页Journal of Northeast Normal University(Philosophy and Social Science Edition)

基　　金：教育部哲学社会科学研究重大课题攻关项目（17ZDA206）

摘　　要：教师教学用书作为一线教师课程资源的重要组成部分,是教师用好教材、落实教学目标及实现课程目标的重要资源保障,具有理论引领、教学实践指导作用。中日小学语文教师教学用书在编写理念、内容编排及呈现方式三个主要方面存在一定的共性,即两者皆注重语言认知能力、语言运用能力的培养,挖掘学生的创新精神与促进自我发展;两者注重结构组织的合理编排,构建“螺旋式上升”的组织结构;两者皆注重话语、符号、插图等多种方式的表达,深化学生的认知水平。同时,两者在编写理念、内容编排及呈现方式等方面各有特色、各具风格。即中国部编版注重教学规律积累,而日本光村版则注重教师多样拓展;中国部编版注重实用性、指导性,而日本光村版则注重发散性、资料性。通过比较研究带给我们重要启示:即教师教学指导用书在编写理念上应立足促进学生有意义学习的发生,在内容设计上应注重学科素养的整体发展,在呈现方式上应积极促进教师专业发展。The teacher's teaching books,as an important part of front-line teachers curriculum resources,are a significant resource guarantee for teachers to take a good use of textbooks,implement teaching objectives and achieve curriculum objectives,playing a role in the theory leading and teaching practice guidance.There are certain commonalities of language teacher's teaching books between Chinese and Japanese primary schools mainly in aspects of compiling concepts,content arrangements and presentation methods.In other words,both focus on the cultivation of language cognition ability and language application ability,explore students innovative spirits and promote self-development;pay attention to reasonable arrangement of structural organization and building a“spiral”organizational structure;and pay attention to expression of words,symbols,illustrations and many other ways to deepen the cognitive level of students.Meanwhile,both Chinese and Japanese primary schools have their own characteristics and styles in terms of compiling concepts,content arrangements and presentation methods.That is,the teaching books of Chinese Education Department Version focus on accumulation of teaching rules,while the teaching books of Mitsumula Version pay attention to diversity expansion of teachers;the Chinese Education Department Version books focus on the practicability and guidance,while the Mitsumula Version books pay attention to divergence and informative contents.Upon the comparative study,it gives us important enlightenment:that is,the teachers teaching books shall be based on promoting students meaningful learning in compiling concepts,pay attention to the comprehensive study,and give us important enlightenment.That is,the teachers teaching books shall be based on promoting students meaningful learning in compiling concepts,pay attention to the comprehensive development of subject quality on content design,and shall actively promote the professional development of teachers on the presentation method.

关 键 词：小学语文教师教学用书 中日比较研究 教师专业发展 

分 类 号：G622.3[文化科学—教育学]