从教材逻辑到教学逻辑的转化——以统编初中历史教材七上活动课为例  

The Transformation from the Logic of Teaching Materials to the Logic of Teaching:Taking the Activity-Based Lesson in the 7th Grade VolumeⅠof the Unified Junior High School History Textbook as an Example

作　　者：王绯 鲁娇 Wang Fei;Lu Jiao

机构地区：[1]北京市房山区教师进修学校 [2]北京市房山区良乡第二中学

出　　处：《历史教学(上半月)》2025年第3期73-85,共13页History Teaching

摘　　要：本文以统编初中历史教材七年级上册第21课活动课“从考古发现看中华文明的起源”为例,系统探讨从教材逻辑向教学逻辑转化的理论与实践路径。文章剖析了转化关键环节:目标从知识本位转向素养导向,结构由线性知识重构为问题链驱动,活动设计强调具身体验,资源整合突破教材限制,评价转型聚焦过程追踪。研究表明,教材逻辑与教学逻辑的辩证统一,推动课堂从“知识容器”向“素养孵化场”转型,实现历史学科核心素养在真实问题解决中的内生性生长,为新课标下历史教学改革提供实践范例。This paper takes the 21 st activity class of the first volume of the seventh grade of the unified junior middle school history textbook“from the archaeological discovery to see the origin of Chinese civilization”as an example,and systematically discusses the theoretical and practical path of the transformation from textbook logic to teaching logic.This paper analyzes the key links of transformation:the goal shifts from knowledge-based to literacy-oriented,the structure is driven by linear knowledge reconstruction to problem chain,the activity design emphasizes embodied experience,the resource integration breaks through the limitation of teaching materials,and the evaluation transformation focuses on the process tracking.The research shows that the dialectical unity of textbook logic and teaching logic promotes the transformation of the classroom from“knowledge container”to“literacy incubator,”realizes the endogenous growth of the core literacy of history discipline in real problem solving,and provides a practical example for the reform of history teaching under the new curriculum standard.

关 键 词：统编新教材 教材逻辑 教学逻辑 

分 类 号：G632[文化科学—教育学]