从知识获得到知识创生:数字教科书建构的知识逻辑  

The Logic of Knowledge in the Construction of Digital Textbooks:From Knowledge Acquisition to Knowledge Creation

作　　者：陈子丽 罗生全 Chen Zili;Luo Shengquan

机构地区：[1]西南大学西南民族教育与心理研究中心 [2]西南大教育学部,400715 [3]贵州工程应用技术学院外国语学院,551700

出　　处：《复印报刊资料（教育学）》2022年第7期117-123,共7页

基　　金：国家社会科学基金2021年度教育学重点课题“教材建设国家事权的基本理论及权责机制研究”(AAA210015)的研究成果。

摘　　要：现代意义的教科书是分科主义课程的产物,其核心是知识。教科书的选择须以满足学生的知识需求为根本遵循。在科学主义知识观的引领之下,传统教科书以学生的知识获得为其知识建构逻辑。当前教育与技术的双向融合为数字教科书揭示了新方向,带来新契机。数字教科书已从边缘走向中心,成为一门“显学”。基于数字教科书背后的后现代知识观引领,相较于传统教科书,数字教科书拥有有限开放性、创生性等重要特质。数字教科书的知识创生逻辑主要体现在跨学科视野下的知识整合、公共知识与个体知识的互生互长以及经验与文化解释的价值导向等三个方面。Textbooks in the modern sense are the product of a compartmentalized curriculum,the core of which is knowledge.The selection of textbooks must be based on meeting the knowledge needs of students.Under the guidance of scientistic view of knowledge,traditional textbooks take students'knowledge acquisition as their logic of knowledge construction.The current two-way integration of education and technology has revealed new directions and opportunities for digital textbooks.Digital textbooks have moved from the periphery to the center and become a“famous school of thought”.Based on the postmodern view of knowledge behind digital textbooks,digital textbooks have important traits such as limited openness and creativity when compared with traditional textbooks.The logic of knowledge creation in digital textbooks is mainly reflected in three aspects:the integration of knowledge from an interdisciplinary perspective,the mutual growth of public knowledge and individual knowledge,and the value orientation of experience and cultural interpretation.

关 键 词：数字教科书 知识获得 知识创生 

分 类 号：G423.3[文化科学—课程与教学论]