时间社会学视域下数字教材的时间秩序重构  

Reconstruction of Time Order in Digital Textbooks from the Perspective of Sociology of Time

作　　者：廖婧茜 张欣然 LIAO Jingqian;ZHANG Xinran(Shaanxi Normal University,Xi’an Shaanxi 710062)

机构地区：[1]陕西师范大学,陕西西安710062

出　　处：《现代远距离教育》2024年第5期28-34,共7页Modern Distance Education

基　　金：2023年国家社科基金教育学青年项目“中小学数字教材的风险评估模型建构与监测机制研究”(编号:CHA230306)。

摘　　要：教材中蕴含着潜在的时间秩序,且以难以抗拒的方式左右着学校与课程的育人逻辑。传统纸质教材一经出版便已经成为凝固的静态纸张,始终难以在时间坐标系中追上流动生成的动态课堂,为使教材时间秩序更加适应教学实际与学生成长,纸质教材呼唤着数字化转型。将教材时间置于时间社会学“同步化、次序和速度”的社会时间三元素体系中,传统教材存在内外部时间异步、次序单一、速度恒定而使教学受限等时间秩序问题。为解决这些问题,数字教材可通过实时更新、教学同步与虚实交互,主题式、模块化与动态学习,自我认知与节奏控制等方式重构适宜学生成长的时间秩序。The implicit temporal order in textbooks influences the educational logic of schools and courses in an irresistible way.Traditional paper textbooks have become solidified static paper since their publication,making it difficult to keep up with the dynamic classroom generated by flow in the time coordinate system.In order to make the time order of textbooks more suitable for teaching practice and student growth,paper textbooks call for digital transformation.Placing textbook time within the three elements of social time in the sociology of time:synchronization,order and speed,traditional textbooks face time order problems such as asynchronous internal and external time,single order and constant speed,which limit teaching.To address these issues,digital textbooks can be updated in real-time,teaching can be synchronized,and virtual real interaction can be achieved;thematic,modular,and dynamic learning;reconstruct a suitable time order for student growth through methods such as self-awareness and rhythm control.

关 键 词：时间社会学 数字教材 时间秩序 

分 类 号：G43[文化科学—教育学]