华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2018, Vol. 36 ›› Issue (1): 77-84+162+163.doi: 10.16382/j.cnki.1000-5560.2018.01.009

• 基本理论与基本问题 • 上一篇    下一篇

教科书的使用:教师与教科书的互动关系研究——基于中国内地、香港和台湾数学教科书的调查与分析

张倩1, 黄毅英2, 石鸥1   

  1. 1. 首都师范大学教育学院, 北京 10037;
    2. 香港教育大学课程与教学系, 香港
  • 出版日期:2018-02-20 发布日期:2018-01-12

Textbook Use: The Interaction between Teacher and Textbook-Inquiry on Teachers' Use of Maths Textbooks in Chinese Mainland, Hong Kong and Taiwan

ZHANG Qian1, WONG Ngai-Ying2, SHI Ou1   

  1. 1. Faculty of Education, Capital Normal University, Beijing 100037, China;
    2. Department of Curriculum and Instruction, The Educational University of Hong Kong, Hong Kong, China
  • Online:2018-02-20 Published:2018-01-12

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摘要： 对于旨在真正发展学生核心素养的新课程改革来说，如何改变和处理教师与教科书之间僵化的、单向的"跟随"关系，从而回应和满足学生的个性化和多样化的学习需求，是亟需解决的重要挑战。本文依据教师对教科书的满意度和使用教科书的忠诚度来界定教师与教科书的基本互动关系，并据此对中国内地、香港和台湾三地1 279名数学教师进行问卷调查，发现三地数学教师与教科书之间呈现了三种典型的互动形态：内地教师即使发现教科书的内容不符课堂需求，也高度依赖教科书进行教学；香港教师认为教科书内容若不符课堂教学需求，就应该对其进行取舍、补充和调适；而台湾教师则认为，无需对教科书进行过多的加工处理，因为教科书的内容质素已令人满意。

关键词: 教科书使用, 教师, 课程实施

Abstract: While the new round of curriculum reform aims at the development of students' key competencies, the challenge is how to change teachers' rigidly unidirectional use of textbooks (following in most cases), so as to meet students' diversified and personalized learning needs. The inter-relationship between teachers and textbooks is defined based on two dimensions:teachers' satisfaction with textbook design and teachers' fidelity in textbook use. In this study, 1 279 mathematic teachers from Chinese mainland, Taiwan and Hong Kong SAR were surveyed to investigate teachers' general inter-relationship with textbooks. The results presented three patterns of relationship. For mainland teachers, even though the textbooks fail to meet students' learning needs, they still choose to follow the books. On the other hand, Hong Kong teachers choose to adapt, supplement or even reject textbook content to create their own teaching materials. Finally, Taiwan teachers are satisfied with the quality of their textbooks, therefore they feel there is no need to adjust the textbooks.

Key words: textbook use, teachers, curriculum implementation