教科书评价中学生主体性参与的缺失与回归  

The Absence and Return of Student Subjective Participation in Textbook Evaluation

作　　者：陈月婷 李晓华 Chen Yueting;Lixiaohua(College of Education,Qinghai Normal University,Xining 810016,China;Qinghai Provincial People’s Government-Beijing Normal University Institute of Plateau Science and Sustainable Development,Xining 810016,China)

机构地区：[1]青海师范大学教育学院,青海西宁810016 [2]青海省人民政府—北京师范大学高原科学与可持续发展研究院,青海西宁810016

出　　处：《齐鲁师范学院学报》2024年第3期53-58,共6页Journal of Qilu Normal University

基　　金：青海省哲学社会科学自筹经费重点项目“高质量教育视域下青海中小学劳动教育课程研究”(青社联[2021]48号)。

摘　　要：学生参与教科书评价是教科书建设的内在要求,也是学生发展的现实诉求。教科书评价中学生主体性参与具有理论和实践两方面的价值。我国在推进学生参与教科书评价的过程中存在学生主体性缺失的问题,主要表现为未参与、被动参与和形式参与三个方面。为了实现教科书评价中学生主体性的回归,需落实学生的评价权力,提供主体性参与的实践场域;强化学生的评价意识,加强主体性参与的意识引领;提高学生的评价能力,激发主体性参与的内部动力。Students’participation in textbook evaluation is an intrinsic requirement of textbook construction and a realistic demand of students’development.The participation of students’subjectivity in textbook evaluation has both theoretical and practical values.At present,the lack of student subjectivity often occurs in the process of promoting students’participation in textbook evaluation in China,which is manifested in three aspects:non-participation,passive participation and formal participation.In order to achieve the return of students’subjectivity,it is necessary to implement students’power of evaluation to provide a practical field for subjective participation,strengthen students’awareness of evaluation to enhance the awareness of subjective participation and improve students’evaluation ability to stimulate the internal motivation of subjective participation to achieve.

关 键 词：教科书评价 学生 主体性参与 

分 类 号：G523[文化科学—教育学]