教师教科书使用中的知识伦理困境及其应对  

Ethical Dilemmas of Knowledge in Teachers'Use of Textbooks and the Countermeasures

作　　者：杨柳 罗生全[2] Yang Liu;Luo Shengquan(The Faculty of History and Culture,Southwest University,Chongqing 400715;College of Teacher Education,Southwest University,Chongqing 400715)

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

出　　处：《中国远程教育》2024年第8期77-87,共11页Chinese Journal of Distance Education

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

摘　　要：知识具有思维逻辑和伦理逻辑的双重属性,是教育教学活动展开的关键质素。学校知识教学的有效实施离不开教师、教科书和学生的良性互动,教师使用教科书的知识立场在其中发挥着重要作用,但也极易被忽视、被误解甚至走向偏狭,面临解构知识逻辑的关系网络架构、忽视认知逻辑的身心发展规律、漠视文化逻辑的空间文化特性、消解人的逻辑的意义生成价值等风险,影响教学实践活动的有序开展和学生的全面发展。应对这些潜在困境,可从深度理解教科书知识运行的结构关系及价值意涵、建立教科书知识理解及转化与学生同构发展的共生机制、勾连教科书知识的价值叙事空间与人的文化生活世界、以人的意义建构消解知识教学的固化思维与非理性行为等路径着手,修正教科书使用中的知识伦理意图,捍卫“人—知”之间真实的关系及其意义表现。Knowledge has dual the attributes of thinking logic and ethics logic,and is the crucial element in the educational and teaching activities.The effective implementation of knowledge teaching in schools is inseparable from the benign interaction between teachers,textbooks and students,within which,the knowledge stance of teachers in using textbooks plays a significant role.However,this knowledge stance is also very easy to be ignored,misunderstood,or even narrow-minded,facing multiple potential dilemmas such as deconstructing the re tional network structure of knowledge logic,ignoring the laws of physical and mental development inherent in cognitive logic,disregarding the spatial cultural characteristics of cultural logic,and dispelling the meaning-generating value of human logic,which will affect the orderly conduct of teaching practice activities and the all-round development of students.To address these potential dilemmas,teachers can adopt the following strategies:deeply understanding the structural relationships and value implications of textbook knowledge operation;establishing a symbiotic mechanism for the understanding and transformation of textbook knowledge and the isomorphic development of students;connecting the value narrative space of textbook knowledge with the cultural life world of humans;eliminating the solidified thinking and irrational behavior of knowledge teaching through the meaning construction of humans,and so on.Thereby we can correct the ethical intentions of knowledge in the use of textbooks and defend the authentic relationship between‘human-knowledge'and its meaning expression.

关 键 词：教科书使用 知识立场 教师 知识意义 人的意义 

分 类 号：G451[文化科学—教育学]