素养本位的教师教材使用层级互动模型建构  

Construction of Hierarchical Interactive Model for Teachers'Competency-Based Textbook Use

作　　者：雷浩[1] Lei Hao

机构地区：[1]教育部人文社会科学重点研究基地华东师范大学课程与教学研究所,上海200062

出　　处：《课程．教材．教法》2024年第7期20-28,共9页Curriculum，Teaching Material and Method

基　　金：国家社科基金“十四五”规划2022年度教育学国家一般课题“教师使用国家统编教材过程的监测研究”(BHA220124)。

摘　　要：在核心素养时代,教师教材使用在落实立德树人根本任务、缩小课程实施落差、提升教师专业素养等方面发挥着不可替代的作用。建构素养本位教师教材使用的互动模型,厘清其实践路径,成为现实所需。分析发现,教师教材使用主要存在层级转化和互动两种视角,在理解教师教材使用方面各有侧重和差异。然而,单一视角的理解可能会弱化教师教材使用过程的复杂性,使其存在简单化的倾向。因此,在以核心素养为纲的课程改革背景下,有必要建构素养本位的教师教材使用层级互动模型,即教师理解教材、运用教材以及评价和反思教材三个层级及其层级间的互动,以期为揭示教师教材使用过程的“黑箱”提供新的视角。In the era of core competency,textbook use plays an irreplaceable role in implementing the fundamental task of fostering virtue through education,narrowing the gap of curriculum implementation,and enhancing teachers'professional competency.Constructing hierarchical interactive model for teachers’competency-based textbook use and clarifying its practical path have become necessary today.Analysis finds that teachers'textbook use has the perspectives of hierarchical transformation and interaction and they differ in understanding the use.However,single perspective might weaken the complexity of the use and make it oversimplified.Therefore,under the curriculum reform background centered on core competency,it is necessary to construct a hierarchical interactive model for the textbook use involving the interaction of teachers'textbook underst anding,use,evaluation and reflection,so as to explain the“black box”of textbook use.

关 键 词：素养本位 教师 教材使用 模型建构 

分 类 号：G423.3[文化科学—课程与教学论]