数字教科书作为教学文本:价值与限度

数字教科书在我国逐渐风靡,有必要对其价值与限度做出理论澄明。作为一种教学文本,数字教科书具有教学资源与内容的丰富性和整合性,突破了纸质教科书学习内容的固化藩篱;建构以学习者为中心的个性化学习模式,冲破了纸质教科书学习步调的僵化阻碍;激励教师自主反思能力与教学素养提升,带来了师生交往的新景象。但囿于作为一种技术产品附带潜在风险、学习内容与学习方式的碎片化倾向、崇尚个性化与自我性、条件支持系统尚待建立等方面的制约,数字教科书在内容、使用等层面还存在一定的限度。这启发我们,现阶段要在价值与限度的二维张力中寻求数字教科书的立场。

The Values and Limits of Digital Textbooks as Teaching Texts

Digital textbooks are becoming more and more popular in China,and it is necessary to make a clear definition of their values and limits.As teaching texts,digital textbooks show the richness and integration of teaching resources and content and break through the hardening of learning content,construct a learner-centered,personalized learning model which breaks through the rigid barriers to learning,and improve teachers'self-reflective ability and teaching competency to bring a new vision of teacher-student interaction.However,as technical products,digital textbooks are also subject to some restrictions.They carry potential risks,have a tendency of the fragmentation of learning content and learning style,advocate individuality and self-esteem,and lack a conditional support system which needs to be established.Besides,they also have certain limits in terms of content and usage.All the above inspire us to seek the proper position of digital textbooks in the two-dimensional position of values and limits.