统编版语文教材选文的“互文性”研究  

Research on "Intertextuality" of Text Selection in the Unified Edition of Chinese Textbooks

作　　者：李志超 王盼 LI Zhi-chao;WANG Pan

机构地区：[1]山东师范大学教育学部,山东济南255014 [2]浙江师范大学教师教育学院,浙江金华321004

出　　处：《天津市教科院学报》2022年第3期28-34,共7页Journal of Tianjin Academy of Educational Science

基　　金：浙江省高校重大人文社科攻关计划项目“数字时代知识生产的范式转换、传播路径与创新机制研究”(2018QN004);中国博士后科学基金第66批面上资助项目(2019M662116)。

摘　　要：教材是教育教学活动的核心载体,是学校开展有效教学的重要资源。统编版语文教材强化阅读项目,对教师把握教材选文的内在逻辑提出更高要求。“互文性”作为文学理论,立足于文本间相互指涉的开放关系,将其引入教材领域可厘清教材选文的内在逻辑,实现教材的动态使用价值。统编版语文教材具有意义的无限组合、内容的多重对话和结构的复现联系等“互文性”特征。循此思路,统编版语文教材的教学逻辑需要处理好教学关注点的确定、对话文本的利用和开放结构的把握。Textbooks are the core carrier of education and teaching activities and the significant resources of effective teaching in school.The unified Chinese textbooks strengthen reading projects, which makes teachers have to face higher requirements of grasping the internal logic of textbook selection. As a literary theory, intertextuality is based on the open relationships of mutual references from texts. Introducing it into the field of textbooks can clarify the internal logic of textbook compilation and realize the dynamic use value of textbooks. The unified Chinese textbooks have some characteristics of "intertextuality", such as the infinite combination of meaning, the multiple dialogues of content and the recurring connection of structure. Following this way of thinking, the teaching logic of the unified Chinese textbooks needs to consider the determination of teaching concerns, the use of dialogue texts and the grasp of open structures.

关 键 词：统编版语文教材 互文性 教材选文 教学逻辑 

分 类 号：G423.3[文化科学—课程与教学论]