数字教材的教学限度:机制、模型与策略  

The Teaching Limits of Digital Textbooks:Mechanisms,Models and Strategies

作　　者：沈建民[1] 王智攀 崔雯 Shen Jianmin;Wang Zhipan;Cui Wen(the School of Teacher Education,Huzhou University,Huzhou 313000;Tsinghua Affliated Middle School Jiaxing Experimental School)

机构地区：[1]湖州师范学院教师教育学院,湖州313000 [2]清华附中嘉兴实验学校

出　　处：《中国远程教育》2024年第8期65-76,共12页Chinese Journal of Distance Education

摘　　要：数字教材作为教育数字化转型的有力抓手,相关研究主要集中于内涵、开发与出版等方面,鲜有成体系的方法论述。教学限度作为衡量教学实践可行性与价值的重要概念,指教学应然状态与教学预设之间的契合程度。数字教材的介入致使教学应然状态发生改变进而成为倒逼教师“修正”教学预设的颠覆性力量,以此构成提高数字教材实践效果的创新视角。教学限度包括适度教学、过度教学与失度教学三种类别,以及教学职责、教学呈现、教学规训和教学评价四元表现形式。通过深入分析数字教材作用于教学限度的前提、方式与路径印证研究的可行性与价值,构建出基于数字教材的教学限度影响因素模型,揭示教学限度偏离下教学应然状态推动教学预设重构以修正教学限度的关键逻辑理路。具体而言,可采取思维转向下的建构式、适切选用下的明晰式,以及实践驱动下的循环式策略体系修正教学限度。As a powerful tool for the digital transformation of education,digital textbooks have been studied mainly in connotation,development and publication,but few systematic methodological discussions have been made.As an important concept to measure the feasibility and value of teaching practices,teaching limits refer to the degree of fit between the state of teaching and the pre-determined state of teaching.The intervention of digital textbooks has led to a change in the state of teaching and learning,and thus becomes a subversive force that forces teachers to“revise”their preconceptions,thus constituting an innovative perspective to improve the practical effect of digital textbooks.The teaching limits include three categories:moderate teaching,excessive teaching,and disproportionate teaching,as well as four-dimensional manifestations of teaching responsibilities,teaching presentation,teaching training,and teaching evaluation.After that,the feasibility and value of this study are confirmed through an in-depth analysis of the premise,methods and paths of digital textbooks acting on teaching limits.A model of influencing factors of teaching limits based on digital textbooks is constructed to reveal the key logical reasoning of teaching limits deviation to promote the reconfiguration of teaching preconceptions to revise teaching limits.Specifically,a constructive approach under the turn of thinking,an explicit approach under the choice of appropriateness,and a circular strategy system under the drive of practice can be adopted to revise the teaching limits.

关 键 词：数字教材 教学限度 作用机制 影响因素 策略体系 

分 类 号：G434[文化科学—教育学]