【摘要】 教科书是系统传播国家知识的文本表达。核心素养视域下教科书的工具性、反思性、体验性特质决定教科书使用内蕴个体自然性与教科书社会性、道德责人性与教科书律己性、道德强制性与教科书潜隐性的伦理困境。为落实立德树人根本任务，需要从基于人性的道德立场，立足自律的反思取向和培养实践的德性智慧三个维度重构教科书使用伦理。更多还原

【Abstract】 Textbooks are the textual embodiment of systematically disseminating state knowledge. The instrumental, reflective and experiential characteristics of textbooks from the perspective of core competencies determine the ethical dilemmas inherent in textbook use: between the individual’s natural disposition and the social nature of textbooks, between moral responsibility toward others and the self-disciplinary nature of textbooks, and between moral coercion and the latent influence of textbooks. To fulfill the fundamental task of fostering morality education, it is necessary to reconstruct the ethics of textbook use from three aspects: a moral standpoint grounded in human nature, a reflective orientation centered on self-discipline, and the cultivation of practical moral wisdom.更多还原