应当尊重教科书的正当权威——基于研究者泛教科书批判的现象学研究  

Respect the Legitimate Authority of Textbook:Phenomenological Research Based on Researchers'Criticism on Textbook

作　　者：马艳[1] Ma Yan

机构地区：[1]西南大学教师教育学院,重庆400715

出　　处：《课程．教材．教法》2024年第1期77-84,共8页Curriculum，Teaching Material and Method

基　　金：国家社会科学基金教育学2023年度一般课题“基于理解多样性的学习发生机制及其教学实践研究”(BHA230124)。

摘　　要：近年来,有关教科书二次开发的研究很多,但不少研究是对纸质教科书的有罪推定,对后现代主义课程观的牵强附会,对智能化数字教科书的盲目自信,对已有研究结论的低水平重复,严重消解了教科书本身的权威属性。对教科书的现有批判进行再批判可以发现:后现代主义教科书开发路径缺乏行动方案和操作程序;数字教科书内容创编易加大认知负荷和数字鸿沟;研究结论低水平重复会导致学术假问题和伪创新。事实上,教科书的正当权威是教科书的本质属性和实是信念,它提供了合法知识和经典价值,象征着国家意志和民主策略,彰显着课程逻辑和教学确证。因此,教科书研究者应当严谨治学,坚守学术智识,切忌盲从跟风。In recent years,there have been a lot of researches on the secondary development of textbook,but many of them are the presumption of guilt of paper textbook.conceptual attachment to post-modern curriculum view,blind confidence in intelligent digital textbook,and low-level repetition of existing research,which dispel the authority of text book.By criticizing on the criticism on textbook,we can find that the development path of post modern textbook lacks action plan and operation procedure,the creation of digital text book content can aggravate cognitive load and digital divide,and low level repetition of result will lead to academic fraud and pseudo-inovation.In fact,the legitimate authority of textbook is the essential attribute and belief of textbook,which provides legitimate knowledge and classical value,symbolizes national consciousness and democratic strategy,and shows curriculum logic and teaching certainty.Researchers should be rigorous in study,adhere to academic wisdom,and avoid following trend blindly.

关 键 词：教科书二次开发 有罪推定 概念附会 教科书权威 

分 类 号：G423.3[文化科学—课程与教学论]