国际中文开源期刊平台

教师对统编版小学语文教科书的适应性及其影响因素研究

Teachers’ Perceived Adaptability of the Unified Primary School Chinese Textbook and Influencing Factors

教育研讨 / 2024,6(6)：1750-1757 / 2025-01-07 46 43

查看全文 下载文档

• 作者： 易进¹      范博睿²      黄国威³      付羿雨¹      李惟楚¹     
• 单位：

  1．北京师范大学课程与教学研究院，北京；
  2．深圳实验学校小学部，深圳；
  3．广东省教育考试院，广州

• 关键词： 统编版教科书；小学语文；教科书适应性；教材使用
• Unified textbook; Chinese teaching; Adaptability of textbooks; Use of textbooks
• 摘要： 统编版小学语文教科书不仅是当前语文教师教学的主要工具和课程内容的核心载体，而且是培养小学生语文核心素养、塑造学生价值观和家国情怀的重要材料。本研究采用量化研究范式，通过对7省市1801份教师问卷数据的分析发现，统编版小学语文教科书总体上较好地匹配了教师的需求，教科书能够为教师做好教学准备、组织课堂提供便利，但同时也对教师的知识储备提出了更高的要求。教师对统编版小学语文教科书的适应性受性别、学历、教龄、职称以及接触教科书时间等多个人口学变量的影响。最后，本研究提出了提升教师对统编版小学语文教科书适应性的建议：构建教师共同体，丰富学科外知识储备；内化教材文本解读，提升教材理解能力；加强初任教师培训，增进新教师的教科书适应。
• It’s universally acknowledged that the unified primary school Chinese textbook becomes not only the main instrument and materials for teachers, but also the significant means for cultivating pupils’ core literacy, such as values, competences, and virtues. Adopting the quantitative research paradigm, the research analyzes questionnaires of 1801 primary school Chinese teachers from seven provinces. The results show the unified primary school Chinese textbook is compatible with teachers’ needs, which is convenient for them to prepare courses and arrange the class, however it puts higher requests on teachers’ knowledge. Furthermore, teachers’ perceived adaptability of textbooks is affected by multiple demographic variables such as gender and age, as well as teachers’ professional experiences, including qualification, years of teaching, job title, and starting time of using the textbook. In conclusion, there are several suggestions for helping teachers make better use of the unified primary school Chinese textbook, i.e., create learning communities for teachers to enrich extra-disciplinary knowledge and improve ability to analyze learning materials, and enhance training for young teachers.
• DOI： https://doi.org/10.35534/es.0606254
• 引用： 易进，范博睿，黄国威，等．教师对统编版小学语文教科书的适应性及其影响因素研究［J］．教育研讨，2024，6（6）：1750-1757．