教科书的强/弱架构及其转变  

The Strong/Weak Framework of Textbooks and Its Transformation

作　　者：张磊[1] 赵长林[2] ZHANG Lei;ZHAO Changlin(College of Physics and Electronic Science,Shandong Normal University,Jinan,Shandong 250014,China;College of Educational Science,Liaocheng University,Liaocheng,Shangdong 252059,China)

机构地区：[1]山东师范大学物理与电子科学学院,山东济南250014 [2]聊城大学教育科学学院,山东聊城252059

出　　处：《湖南师范大学教育科学学报》2020年第5期60-66,共7页Journal of Educational Science of Hunan Normal University

基　　金：全国教育科学规划项目“教科书的意识形态功能对‘立德树人’根本任务的实践价值研究”[DHA170340]。

摘　　要：教科书设计的目标离不开学生个体的自我生长来实现。强架构的教科书因过度强调教科书传递知识与日常生活经验的区别、表述方式上的强势姿态,以及知识教学的程式化、标准化,难以激发学生个体的学习兴趣、不利于智能的培养。教科书编制的弱势趋向,绝不企图控制与强制按照统一的路径思考、统一的模式训练,而是努力创造参与的机会,实现真正的思想碰撞和交流互动。教科书架构由强向弱、由封闭向开放的转变,不仅给予个体生命以意义与价值,也是建设创新型国家的客观需要。教科书架构由强到弱的变化,不是彼此取代、强劣弱优的逻辑,而是走向均衡融合的逻辑。The goal of textbook design can’t be realized without the self-growth of individual students.Due to the over-emphasis on the difference between textbook and the experience of daily life,the strong posture in the way of expression and the stylization and standardization of knowledge teaching,the textbook with strong framework is difficult to arouse student’s interest in learning,which is not conducive to the cultivation of intelligence.The weak trend of textbook compilation does not attempt to control and force the thinking along a unified path and the training in a unified model.Instead,it strives to create opportunities for participation and to achieve genuine ideological collision and interaction.The transformation of textbook framework from strong to weak and from closed to open not only gives meaning and value to individual life,but also is the objective need of building an innovative country.The change of textbook framework from strong to weak is not the logic of replacing each other or the logic of strengthening the weakness and weakening the advantage,but the logic of equilibrium integration.

关 键 词：教科书 知识控制 强架构 弱架构 学校教育 

分 类 号：G423.3[文化科学—课程与教学论]