教科书使用中的知识伦理差异风险及其化解  

The Risk of Knowledge Ethical Difference in Textbook Use and Its Resolution

作　　者：杨柳 罗生全[2] YANG Liu;LUO Sheng quan(Faculty of History and Culture,Southwest University;College of Teacher Education,Southwest University,Chongqing 400715)

机构地区：[1]西南大学历史文化学院 [2]西南大学教师教育学院,重庆400715

出　　处：《教育研究与实验》2024年第4期77-86,共10页Educational Research and Experiment

基　　金：教育部人文社会科学研究2023年度青年基金项目“数字时代教材建设和管理的意识形态问题研究”(23YJC880127)的研究成果。

摘　　要：教科书使用是自成目的性的一个意义可能,也是多主体共在的一个关系事实。在众多主体中,教师是直接作用教科书知识的伦理主体。走进真实教学情境,教师常常会因理解和转化教科书中的知识所持有的不同价值立场而出现相异的教学行为,在此基础上不断生成属已的教科书知识伦理观。属已的客观事实构成了差异的格局,但对差异普遍存在的这种共识,也会触及伦理问题。合理规制这些问题,须通过遵循复合理性统摄教科书使用的逻辑理路,自觉生成“无立场”的教科书使用伦理观,科学建立教科书使用的“大模样”知识伦理观,以及重建教科书使用主体使用知识的文化生态等路径来实现。The use of textbooks is a meaningful possibility that is self-purposefulness and a relational fact of the coexistence of multiple subjects.Among the many subjects,teacher is the ethical subject who directly acts on textbook knowledge.When entering into real teaching situations,teachers often behave differently depending on the different value positions they hold in understanding and transforming the knowledge in textbooks,on the basis of which they continue to generate their own ethical view of textbook knowledge.The objective fact of self-referentiality constitutes a common pattern of difference,but this consensus of knowledge about the prevalence of differences also touches upon ethical issues.Reasonable regulation of these problems must be realized by following the logical path of the domination of textbook use by composite rationality,by consciously generating an ethical view of textbook use that is"positionless",by scientifically establishing an ethical view of the knowledge of textbook use as a large model of knowledge,and by rebuilding the cultural ecology of the subjective role of knowledge in the use of textbooks.

关 键 词：教科书使用 教师 知识伦理 差异风险 

分 类 号：G423.3[文化科学—课程与教学论]