哲学解释学视域下数字教科书理解的潜在风险及其规避  

Potential Risks and Avoidance of Understanding Digital Textbooks from the Perspective of Philosophical Hermeneutics

作　　者：李洪修 刘笑 LI Hongxiu;LIU Xiao(Faculty of Education,Tianjin Normal University,Tianjin,300387,China)

机构地区：[1]天津师范大学教育学部,天津300387

出　　处：《全球教育展望》2024年第7期39-49,共11页Global Education

基　　金：教育部人文社会科学重点研究基地重大项目“国家知识管理视角下中小学教材建设研究”(项目编号:22JJD880024)的阶段性研究成果。

摘　　要：在教育数字化转型的背景下,数字技术发展推动了教科书呈现方式的变革,也重构了教科书的理解图景。哲学解释学是一门揭示精神活动中“理解”问题的哲学。从哲学解释学的视角审视数字教科书理解的潜在风险,能够为数字教科书的科学建构提供理论支持。当前数字教科书在知识选择、内容组织以及学生使用等方面受数字技术影响颇深,学生对数字教科书的理解存在被异化的风险。因而,基于理解取向的数字教科书研究需要以理解主体为本位,明确数字教科书知识选择标准;以教育逻辑为组织依循,把握数字教科书理解的整体性;以对话为基本方式,促进数字教科书的教学方式变革。In the context of the digital transformation of education,the development of digital technology has promoted the reform of textbook presentation,and also reconstructed the understanding mode of textbooks.Philosophical hermeneutics is a discipline that explores the issues of“understanding”in spiritual activities.From the perspective of philosophical hermeneutics,examining the potential risks of understanding digital textbooks can provide theoretical support for the scientific construction of digital textbooks.The current understanding of digital textbooks is deeply influenced by digital technology in terms of knowledge selection,content organization,and student usage,which poses a risk that students'understanding of digital books could be alienate.Therefore,research on digital textbooks based on an understandingoriented approach needs to prioritize the understanding of the subject,clearly define the standards for knowledge selection in digital textbooks,follow the logic of education in content organization to grasp the overall understanding of digital textbooks,and use dialogue as a basic method to promote the transformation in teaching methods using digital textbooks.

关 键 词：教育数字化转型 数字教科书 文本理解 哲学解释学 

分 类 号：G423.3[文化科学—课程与教学论]