教师的教材转化能力及其实现  

Teachers'Capability and Its Realization of Textbook Transformation

作　　者：吴小鸥[1] Wu Xiaoou

机构地区：[1]宁波大学教师教育学院,宁波315211

出　　处：《课程．教材．教法》2023年第10期18-24,共7页Curriculum，Teaching Material and Method

基　　金：国家社会科学基金教育学一般项目“百年中国教科书与中华民族共同体意识建构研究”(BOA230224)。

摘　　要：教师既是教材意义的诠释者,也是创造者。教师的教材转化能力不仅蕴含着教师积极参与的、富有共性的“原理性知识”,更彰显了教师个人课程实施中的“实践性知识”,是一个对教材再创造的过程,是教师获得专业成长的重要生长点。教师的教材转化能力表现为内化、活化、教化三个方面的能力,即教师将教育学立场的公共知识转化为教师主体知识、将静态的课文内容转化为实践性的情境意义、将凝练的人类智慧转化为现实的文化表达。教师通过教材转化自觉地将自身经验结构向着调整或改组开放,保持着对教育意义的探寻,这正是教师专业自主性的鲜明标志。Teachers are the interpreter and creator of the meaning of textbook.Teachers'capability of textbook transformation contains common theoretical knowledge and demonstrates pr actical knowledge in personal curriculum implementation,which is a recreation process of textbook and growth point for teacher's professional development.The capability is embodied in intermalization,activation,and enlightenment,which means teachers transform the common knowledge of pedagogy into teachers'subjective knowledge,transform static text content into practical scenario meaning and transform condensed human wisdom into realistic cultural expression.Through the transformation,teac hers consciously open their own experience structure to adjustment or reorganization and keep exploring the meaning of education,which presents the distinct sign of teacher's professional autonomy.

关 键 词：教师 教材转化 教材理解 

分 类 号：G423.04[文化科学—课程与教学论]