【作者】 徐媛；

【导师】 王建军；

【作者基本信息】 华东师范大学 ， 教育学原理， 2022， 硕士

【摘要】 关于教科书和教师之间以“使用”构建起来的关系,理论界从不同的视角切入,形成了多种不同的理解,但至少包括以下两种相互对应的理解方式:一种强调教科书对教师的规制作用,也即客观的、应然的、各种各样的要求;另一种重视教师对教科书的能动作用,也即教师基于教学对象、教学情境等对教科书的加工改造。过去几十年间,我们还在上述两端之间“摇摆不定”,在某一阶段偏重其中一方。在此一来一回间,实际上有一个更值得我们讨论的问题,也是换一个视角再看、再探教科书使用问题,即从教师实践层面,包括教师实际从教科书中感受到的、领会到的、并转化为自己教学设计和实施的部分,去探讨教科书到底对教师起到了什么作用?也即从教师这一端去看另一端的教科书如何在教师身上发挥其被赋予的规范力量。本研究尝试对上述问题作出回答,揭示出教师实际所受教科书规范性影响的具体表现。本研究采用质性研究方法,选取上海市某中学语文、数学组教师为研究对象,在尊重教师个人意愿的基础上,对12位任课教师进行半结构化访谈,还对其中向我们开放课堂的6位教师进行了课堂观察。在访谈之余,我们收集整理了多类文本资料,包括但不限于教师撰写的教案、制定的相应学程、练习作业等。为丰富研究资料,我们还对该校2名学校管理者进行了正式访谈。后期我们对收集到的各类资料进行分析和挖掘,并结合研究者的实地札记,形成本篇论文。在对教师以言行表达或表现出来的,从教科书中实际感受、理解、把握到的、并转化为课堂教学的东西进行分类归纳和分析后,我们发现:教科书对教师及其教学的规范(也即教师实际所受的教科书规范)主要体现在三个方面,分别是方向的指引、边界的限定和进程的支持。首先,教科书为教师及其教学指引了努力的方向,通俗来说,即告诉教师“往哪走”。区别于一般意义上的方向(我们一般把方向理解成目标),教师从教科书中感知并获取到的方向是一个综合的、混杂的指向,既包括宏观的价值导向和微观的教学目标,又含有以资源组织、结果标准传递出来的方向感。对于上述多层次方向,教师们跟从遵循具体明示的教学目标,选择性失落价值导向,同时又受到以高考为代表的考试评价的反溯影响。其次,教科书为教师及其教学限定了边界,即划定教学内容范围。教师在运用轮廓清晰、结构化的教科书的过程中,慢慢地形成了(也是被形塑)“在界内”“再分层”“格子化”的意识和行为。同时,在考试等因素的共同作用下,教师们表现出努力“全覆盖”教科书内容的倾向或意图。此外,在认知层面,教师以“候选”的态度看待被教科书“排除”的内容,使得教科书表征的边界留下了“小开口”。最后,教科书为教师及其教学给予了进程安排上的支持,即提示教师“怎么教”。在总体进程上,教师一般按照教科书既定的目录顺序展开教学,而且感受到顺序中暗含着的推动力。在具体某节课的分进程上,教师以教科书为“底样”或“模板”,结合其他参考资料进行再加工或再转化。在教师实际感知教科书的规范作用并据此行动的过程中,教科书和教师之间的主要矛盾涌现了出来,表现为个人与社会、内在和外在。在对规范过程中的矛盾进行总结分析的同时,我们对本研究关涉的教师自主及其限度、学生主体及其影响以及规范的学科差异问题进行了补充讨论。更多还原

【Abstract】 About the relationship between textbooks and teachers,researchers have different understandings based on different perspectives.Among them,two kinds of views contrast finely with each other: one emphasizes the importance of the textbook and its inner,objective and proper requirements for teachers;the other places heavy emphasis on the role of the teacher and their own initiative to process the textbook for adapting to the educated or teaching situation.Over the past few decades,we have wobbled between these two views.In addition,there is a more worthy and also different perspective to reconsider this relationship.That is,based on what teachers actually feel or grasp or even translate into teaching design and action from the textbook,to explore the effects of the textbook on teachers.It also means that we may be able to stand on the teachers’ side to see how the textbook on the other side exerts its normative power on the teachers.This dissertation attempts to answer the above questions and reveals the specific performance of the norms that teachers actually accept.This research adopted the qualitative research method,selected teachers of Chinese and mathematics in a middle school in Shanghai as the research objects.On the basis of respecting the teachers’ wishes,we conducted semi-structured interviews with twelve teachers,and also conducted classroom observations of six teachers who are open to be observed in class.In addition,we gathered and organized a variety of textual research materials,including lesson plans,students’ worksheets,homework which were designed by teachers.To enrich the research data,we also conducted formal interviews with two school administrators.Afterwards,we analyzed and dug all data,and combined with our field notes to form this dissertation.After classifying,summarizing and analyzing the teachers’ words and deeds about what they actually feel,grasp and translate into teaching action from the textbook,we find that the textbook normalized teachers and their teaching from three aspects,namely,guide direction,define boundary and support teaching process.First,the textbook guides teachers and their teaching,that is to say,the textbook tells them where to go.Different from our general understanding of the direction as the objective,the direction that teachers perceive or grasp from the textbook is a comprehensive and mixed direction,including value orientation at the macro level and teaching objectives at the micro level,as well as senses of direction conveyed by resource and its organization,expected results and standards.For directions mentioned above,teachers followed some and chose to lose some,and at the same time,they are also affected by examinations represented by the college entrance examination.Second,the textbook defines the teaching boundary for teachers and their teaching,that is,the scope of teaching content.During the process of using materialized and structured textbooks,teachers have generated consciousness and behavior of staying within boundaries,layering and grid-division.At the same time,under the combined effects of other factors such as exams,teachers have shown a tendency or intention to fully cover all content of textbooks.In addition,in teachers’ eyes,they are more inclined to see content excluded from the textbook as content that maybe used or taught.It leaves a small opening in the boundary represented by the textbook.Finally,the textbook provides process support for teachers and their teaching,that is,it gives tips for how to teach to teachers.In the overall process,teachers generally follow the order of the textbook,namely,table of contents.And they have felt the impetus from contents of the textbook.In the sub-process,the textbook is often used as the prototype or example.Based on it,teachers design teaching with the help of other references.In the above process,the main contradiction between the textbook and teachers emerges,manifesting as the individual and the society,the internal and the external.After summarizing and analyzing the contradictions,we also made a supplementary discussion on teachers’ autonomy and its limits,students’ influence as the subject,and disciplinary differences on norm’s performance.更多还原