教科书中的学习机会：超越“内容中心”的分析框架与设计逻辑

doi:10.16382/j.cnki.1000-5560.2026.10.004

摘要/Abstract

摘要：

关注教科书中的学习机会（OTL）是进一步促进教科书支持教学的重要视角。总体来看，教科书中的学习机会具有重构学习起点公平、重构学习关系向度以及重构学习发生机制的重要价值。理解教科书中的学习机会内涵可以从本体论、方法论与价值论进行深入剖析，其类型可依据存在形态、认知过程与参与方式进行划分。一本教科书的学习机会可通过符号、结构与策略三方面通道进行具体表征，可围绕内容覆盖维度、内容曝光维度、内容强调维度、认知进阶维度、学习支持维度以及包容全纳维度开展分析。面向未来，丰富教科书中的学习机会需要进一步推动有限机会的差异化、多层机会的系统化、单向机会的互动化、普遍机会的个性化以及预设机会的即时化，从而推动教科书从“内容本位”转向“学习本位”，构建能够支持学生从“知识接受”走向“素养生成”的开放性学习系统。

关键词: 教科书, 学习机会, 有限机会, 预设机会

Abstract:

Focusing on opportunities to learn (OTL) in textbooks is an important perspective for further promoting textbook supported teaching. Overall, OTL in textbooks have important value in reconstructing the fairness of learning starting points, reconstructing the dimensionality of learning relationships, and reconstructing the mechanisms of learning occurrence. Understanding the connotation of OTL in textbooks can be deeply analyzed from ontology, methodology and axiology, and their types can be classified based on their forms of existence, cognitive processes, and modes of participation. OTL contained in textbooks can be specifically characterized through three channels: symbols, structures and strategies. Analysis can be conducted around the dimensions of content coverage, content exposure, content emphasis, cognitive advancement, learning support and inclusiveness. Looking to the future, enriching OTL in textbooks requires further promoting the differentiation of limited opportunities, systematization of multi-level opportunities, interactivity of one-way opportunities, personalization of universal opportunities, and immediacy of preset opportunities. This will drive textbooks to shift from a “content based” to a “learning based” approach, and build an open learning system that can support students in transitioning from “knowledge acceptance” to “literacy generation”.

Key words: textbook, opportunities to learn, limited opportunities, pre-arranged opportunities

李刚, 张晓菊. 教科书中的学习机会：超越“内容中心”的分析框架与设计逻辑[J]. 华东师范大学学报(教育科学版), 2026, 44(10): 45-55.

Gang Li, Xiaoju Zhang. Opportunities to Learn in Textbooks: An Analytical Framework and Design Logic Beyond the “Content-Centric” Approach[J]. Journal of East China Normal University(Educationa, 2026, 44(10): 45-55.

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