德育学科如何开发有教育价值的单元教学材料——以电影《我不是药神》为例  

The Development of Source Materials into Instructional Materials in Moral Education:An Exemplary Case Using Movie Dying to Survive

作　　者：沈晓敏[1] 石雨晨 程力 王涛 SHEN Xiaomin;SHI Yuchen;CHENG Li;WANG Tao(College of Teacher Education,East China Normal University,Shanghai,200062,Chin;Institute of Curriculum and Instruction,East China Normal University,Shanghai,200062,China;College of Education,Zhejiang Normal University,Jinhua,321000,China;College of Education and Human Development,University of North Dakota,Grand Forks,ND58202,USA)

机构地区：[1]华东师范大学教师教育学院,上海200062 [2]华东师范大学课程与教学研究所,上海200062 [3]浙江师范大学教育学院,金华321000 [4]美国北达科他大学教育与人类发展学院,大福克斯县ND58202

出　　处：《全球教育展望》2024年第1期40-51,共12页Global Education

基　　金：国家社会科学基金“十三五”规划2019年度教育学一般项目“中学生冲突解决能力培养研究”(项目编号:BEA190109)的研究成果。

摘　　要：教学材料,简称“教材”,指所有能将教学内容变得易于理解,用于鼓励、改善和促进教与学的材料。教科书是具有典范性的教材,但不是唯一的教材。作为典范性的教科书,教材在实际教学中需要有丰富的情境化教学材料的支撑。一线教师和学科教育研究者都应将开发情境化教学材料作为己任。电影《我不是药神》从素材向教学材料转化的研究展示了一个支持德育学科单元教学的教材开发框架。Instructional materials include not only textbooks,but also materials that make instructional contents more comprehensible,and those that encourage,improve and promote teaching and learning.Textbooks are exemplary teaching materials,but they are not the only instructional materials.Textbooks as models,when applied in actual teaching,need the support from diversified,situated instructional materials.The development of situated instructional materials in moral education courses is not only the responsibility of the teachers,but also of educational researchers.The development of the movie Dying to Survive into instructional materials presented here exemplified a framework for developing materials for unit-based teaching in moral education courses.

关 键 词：教材开发 单元教学 情境教学 德育学科 道德与法治 

分 类 号：G41[文化科学—教育学]