Ethical Dilemmas of Knowledge in Teachers'Use of Textbooks and the Countermeasures
Knowledge has dual the attributes of thinking logic and ethics logic,and is the crucial element in the educational and teaching activities.The effective implementation of knowledge teaching in schools is insepara-ble from the benign interaction between teachers,textbooks and students,within which,the knowledge stance of teachers in using textbooks plays a significant role.However,this knowledge stance is also very easy to be ig-nored,misunderstood,or even narrow-minded,facing multiple potential dilemmas such as deconstructing the rela-tional network structure of knowledge logic,ignoring the laws of physical and mental development inherent in cognitive logic,disregarding the spatial cultural characteristics of cultural logic,and dispelling the meaning-gene-rating value of human logic,which will affect the orderly conduct of teaching practice activities and the all-round development of students.To address these potential dilemmas,teachers can adopt the following strate-gies:deeply understanding the structural relationships and value implications of textbook knowledge operation;es-tablishing a symbiotic mechanism for the understanding and transformation of textbook knowledge and the isomor-phic development of students;connecting the value narrative space of textbook knowledge with the cultural life world of humans;eliminating the solidified thinking and irrational behavior of knowledge teaching through the meaning construction of humans,and so on.Thereby we can correct the ethical intentions of knowledge in the use of textbooks and defend the authentic relationship between'human-knowledge'and its meaning expression.
textbook useknowledge stanceteachersignificance of knowledgesignificance of human
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