从教材到教学:语文教师备课中知识的三次转化  

From Textbooks to Instruction:Three Transformations of Knowledge in Chinese Language Teachers′Lesson Preparation

作　　者：金野 JIN Ye

机构地区：[1]云南师范大学教育学部,云南昆明650500

出　　处：《天津师范大学学报(基础教育版)》2025年第2期29-33,共5页Journal of Tianjin Normal University(Elementary Education Edition)

基　　金：云南省教育科学规划项目基础教育专项课题“基于融媒体学习平台的高中语文深度教学模式研究”(BFJC22037)。

摘　　要：对知识的分析处理是语文教师备课的重要任务,在实践中教师存在着片面理解教材内容和去知识化的误区。研究认为,语文学科的备课要重视对教材知识的统整分析,关注学生既有的语文知识和教材知识的关联。从教材内容到课程知识体系,再到课堂的知识学习活动,语文教师应做好知识系统回溯、选择补充、组织建构的三次转化,将教材知识依次转化为课程知识、课堂知识、情境知识,以实现学生在课堂中知识的学习及应用目标。The analysis and processing of knowledge constitute a significant task in Chinese language teachers'lesson preparation.In practice,teachers often fall into the fallacy of partially understanding textbook content and de-emphasizing knowledge.Lesson preparation in the Chinese language discipline should prioritize the integrated analysis of textbook knowledge and attend to the connection between students′existing Chinese language knowledge and textbook knowledge.The study concludes that,from the content of the textbook to the curriculum knowledge system,and then to the knowledge learning activities in the classroom,Chinese language teachers should undertake three transformations:knowledge system retrospection,selection and supplementation,and organizational construction.These transformations sequentially convert textbook knowledge into curriculum knowledge,classroom knowledge,and contextual knowledge,thereby achieving the goal of students′knowledge acquisition and application in the classroom.

关 键 词：语文教师 备课 语文知识 教材 

分 类 号：G633.3[文化科学—教育学]