【作者】 杨柳；

【导师】 罗生全；

【作者基本信息】 西南大学 ， 课程与教学论， 2022， 博士

【摘要】 我们时常会听到“书中自有黄金屋,书中自有颜如玉,书中自有千钟粟”的溢美之词,发出这种感叹决不是我们生活之余的闲情打趣,而是源于我们对书籍自身价值及其对人的发展特有功能的一种精神体认。于大处看,教科书虽小,但“小课本”却承载着国家大事,建设何种样态的教科书是“国家事权”的有效体现;于小处看,不仅学科发展离不开教科书,每个人的大部分科学知识、人文社会知识都离不开教科书,我们的世界观、人生观、价值观的获得也直接受教科书的影响。教科书如此重要,但我们却并未对其进行理性的全景式观照。特别是在教科书使用环节,相较于教科书编订及完善、教科书内容审定及监管等环节的政策嵌入与实践助推,还有很多的空白之地未去开发,这其中就包含教科书使用主体之一的教师在使用教科书时对教科书知识价值认识立场的理性审视。教科书知识是一种法定知识。教师的知识伦理观建立在教科书知识的法属性之上,其核心内涵包括教科书知识的理解和转化。教科书知识的法属性确证事实上并不能确保教师在理解及转化教科书知识时同样以合理与合法的品质去对待,这就需要对教科书使用中的知识伦理进行先在的规范分析,其意涵主要表现在既要服膺作为事实存在、价值判断和目的追求等规范依据的基本要求,也要思虑个体规范、社会规范、国家规范和人类共同价值取向规范作为规范结构的组织布展,同时还要在遵循法律规制、循依理性诉求和坚守德性准则的基础上架构合理的规范体系。教科书使用中知识伦理分析的规范设计是我们审视该议题的应然逻辑猜想,但教科书使用中的知识伦理实然样态事实上又是另外一番图景。从教科书使用中知识伦理的目的、方式和表现进行检视,发现每一种结构都有着差异化的认识表现。尽管对于作为独立个体的教师而言,差异存在是一种(相对的)合理存在,但这同样也面临着失范的可能,如解构知识逻辑的关系网络结构、僭越认知逻辑的身心发展规律、消解文化逻辑的空间文化特性和漠视人的逻辑的意义生成价值。当然,可能的失范并不是自然发生的,它是多重要素交织在一起共同作用的。实际上,对这样一种可能样态的出场猜想又反向映现了差异本身所具有的矛盾品质。更意外的是,这种“品质”在整个教学活动中已然内构了一种知识伦理差异格局。教科书使用中知识伦理差异格局的生成事实上并不是一个自然演化的过程,而是由多个不同的驱动因子综合作用而来,并且在这个复杂系统的生成过程中暗含具有层次性表征的生成机理。外在地看,理解及转化教科书知识显现的是教师使用教科书的意向性行为,这种个体行为意向作为一种差异存在事实虽与其它同类意向有质的区分,但各自的特质表现却在一个更大的集合空间中型构了以差异化为表征的共在格局;内在地看,教科书知识蕴含特定的价值指向,不过这种价值指向的立意确定不是也不可能是教科书知识自身运营的结果,因为教科书知识不是客观的存在事实,选入教科书中的知识在选择之前早已植入了鲜明的价值立场,进而作为反映一个国家意识形态和主流价值观的重要载体而存在。特定阶级赋予教科书知识价值的意图,实际上是权力作用教科书知识价值建构的真实反映,只不过权力作为影响教科书知识价值指向要素的关键价值力并未那么显明,甚至在某些时间和某些场合还被很多人遗忘。无可否认,权力影响下的教科书知识并不会因权力的暗隐而失去应有的价值立场,但认识片面、理解偏差、价值遗弃等任一现象的拥护,都会催生教科书使用中的知识伦理差异。尽管“理解-转化”的行为性意向和“知识-权力”的价值性意向都能催动教科书使用中知识伦理差异格局的生成,但二者并不是平行而无交集,反而是在教科书知识这一共在事实面前有了平等对话乃至和谐共生的可能。这种可能源于教科书使用本身蕴含一定的价值旨趣和遵循某种特定的价值要求,而法定的价值遵循准则又在整个过程中规约教科书的使用。所以,“使用-价值”的系统联动又在某个特定阶段共同催生知识伦理差异格局。建基于先在差异特质之上的知识伦理观,可以说是教师教学与生活融合而生的智慧结晶。差异存在有着合理性的价值基质,但差异价值的体现是一种相对的状态,果若过分绝对化教科书知识价值差异认知的价值,往往又会沾染同一性的思维习性,极易步入由“绝对精神”所构置的价值陷阱。我们需要谨慎对待一种思维上的绝对表现、行动上的绝对表现,甚至一种精神上的绝对表现,这些思想异化表现的根源在于错误认识与理解教科书知识的价值。科学应对教科书使用中的知识伦理差异危机,需在教科书使用过程中重申复合理性立场和育人目的指向,以“无立场”和大模样作为教科书使用的两翼,进而实现人的自由全面发展。更多还原

【Abstract】 There is a saying that "there is a golden house in the book,there is shade of beauty in the book,and there is a thousand bell millet in the book".This exclamation is by no means a joke,but comes from our spiritual recognition of the value of the book itself and its unique function for human development.Macroscopically speaking,textbooks carry national affairs and it is an effective embodiment of the "state power".Microscopically speaking,the development of disciplines,everyone’s scientific knowledge and humanistic and social knowledge,the views on the world,life and values are all inseparable from textbooks.Textbooks are so important,but we have not taken a rational panoramic view of them,especially in the usage of textbooks.Compared with the policy and practice in the compilation and improvement of textbooks,the examination and supervision of textbook contents,there are still many gaps to be filled in,including the rational examination of teachers’ understanding of the value of textbook knowledge when using textbooks.Textbook knowledge is a kind of legal knowledge.Teachers’ knowledge ethics is based on the legal attribute of textbook knowledge,and its core connotation includes the understanding and transformation of textbook knowledge.In fact,the confirmation of the legal attribute of textbook knowledge cannot ensure that teachers treat textbook knowledge with reasonable and legal quality while understanding and transforming textbook knowledge,which requires a pre-hoc normative analysis of knowledge ethics in textbook usage.Its meaning is mainly reflected in not only obeying the requirements as the normative basis for fact existence,value judgment and purpose pursuit,but also in the consideration of the individual norms,social norms,national norms and human common value orientation norms as the organization and exhibition of the normative structure.At the same time,we should also construct a reasonable normative system at IV the three levels of following legal regulations,rational demands and adhering to moral norms.The normative design of knowledge ethics analysis in textbook usage is our logical conjecture to examine this issue,but the actual state of knowledge ethics in textbook usage is actually another picture.From the triple structure of the purpose,mode and performance of knowledge ethics in the usage of textbooks,it is found that eve structure has a differentiated cognitive expression.Although the existence of discrepanceis is a(relative)reasonable existence for teachers as independent individuals,it also faces the possibility of anomie,such as deconstructing the relationship network structure of knowledge logic,overriding the physical and mental development law of cognitive logic,dispelling the spatial cultural characteristics of cultural logic and ignoring the value of meaning generation of human logic.The possible anomie does not occur naturally.It is the interaction of multiple factors.The conjecture of such a possible state actually reflects the contradictory quality of the discrepancies in itself.What is more surprising is that this "quality" has internally formed a pattern of knowledge ethics discrepancies in the whole teaching activities.The generation of the discrepant order of knowledge ethics in textbook usage is not a spontaneous process,but a comprehensive operation of different driving factors in which connoted a hierarchical generation mechanism.Externally,understanding and transforming textbook knowledge shows teachers’ intentional behaviour in using textbooks,and this individual behaviour intention exists as a fact of difference.Although it is qualitatively different from other similar intentions,their respective characteristics form a common pattern characterized by differentiation in a larger collective space.Internally,textbook knowledge contains a specific value orientation,but the determination of this value orientation is not and cannot be the result of the operation of textbook knowledge itself,because textbook knowledge is not an objective fact,and the knowledge selected into textbooks has been implanted with a clear value position long before selection,Then it exists as an important carrier reflecting a country’s ideology and mainstream values.The intention of a specific class to endow textbook knowledge value reflects the role of power in the construction of textbook knowledge value.However,the key-value force of power as an element affecting the orientation of textbook knowledge value is not so obvious,and it is even forgotten by many people at some time and on some occasions.Textbook knowledge under the influence of power will not lose its due value position due to the concealment of power,but any phenomenon such as one-sided understanding,deviation of understanding and abandonment of value will give birth to the differences of knowledge ethics in the textbook usage.Although the behavioural intention of "understanding-transformation" and the value intention of "knowledge-power" can generate the pattern of knowledge and ethics differences in textbook usage,they are not parallel or have no intersection.On the contrary,there is the possibility of equal dialogue and even harmonious coexistence in the textbook knowledge.This possibility stems from the fact that the use of textbooks contains a certain value purport and follows a specific value requirement,and the legal value compliance criterion regulates textbook usage in the whole process.Therefore,the systematic linkage of "use-value" jointly gives birth to the difference of knowledge ethics at a certain stage.The knowledge ethics based on the characteristics of differences can be said to be the fruit of the wisdom of the integration of teachers’ teaching and life.There is a reasonable value matrix for differences,but the embodiment of the value of differences is a relative state.If we value the recognition of the value differences in textbook knowledge over-absolutely,we will often be contaminated with the thinking habit of identity,and enter the value trap constructed by the "absolute spirit" easily.We need to be cautious about an absolute expression in thinking,action,or even spirit.The root of this ideological alienation lies in the wrong understanding of the value of textbook knowledge.To scientifically deal with the crisis of knowledge and ethics differences in textbook usage,we need to reaffirm the position of compound rationality and the direction of educational purpose in the process of textbook usage,and take "no position" and general appearance as the two wings of textbook usage,so as to realize people’s free and all-round development.更多还原