摘要
教材解读能力是职前教师实现可持续发展的一种重要素养,对丰富、完善与提升专业素养有着十分重要的意义.以职前教师为研究对象,基于教材解读情境下由教材注意、教材解释、教材回应构成的教师关注概念框架,采用"设计型案例"研究的方法,通过一轮教材解读分析框架和工作程式的原构建实验,以及两轮教材解读实施的迭代与修正实验,可以构建符合职前教师现状的"读-析-定(RAD)"教材解读程式,包含"读"教材、"析"维度、"定"思路三个步骤,以及课程标准、知识结构、知识内容、学习困难、核心素养和教学方法六个分析维度及其要点,为职前教师教材解读提供具体的实践指导.
Abstract
Prospective teachers'textbook interpretation ability is an important component of their continuing professional development and of vital value for enriching,improving,and upgrading their professional literacy.Based on the conceptual framework of curriculum noti-cing,a framework composed of textbook attention,textbook interpretation,and textbook response is proposed in the context of textbook interpretation.The design-based case study is adopted to investigate pre-service maths teachers'working procedures for textbook inter-pretation.Based on one round of experimentation with the original analytic framework and working procedures of textbook interpretation as well as two rounds of iteration and revision experiments,a textbook interpretation working procedure is constructed,which is composed of reading,analyzing and determining(RAD)in alignment with the pre-service teachers'current situation.The three steps of reading textbooks,analyzing elements,and determining approaches,together with the curriculum standards,knowledge structure and content,learning difficulties,core literacy,and teaching methods,guide the pre-service teachers'practice of textbook interpretation.
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