中学语文教材呈现“学习指导功能”应遵循的基本原则－以新加坡《中学高级华文》教材为例

Secondary School Chinese Language Textbooks as ＂Learning Guides＂: An Exploration of Principles of Textbook Writing Based on the Case of Singapore

武春梅(Chun-Mei Wu)

《华文学刊》 24期 (2014/12) Pp. 25-37

摘要

21世纪的教学改革，在理念上发生了许多变化，而理念的变化必然会在教材的认识和设计上有所体现。现代课程论认为，“教本”也应该是“学本”，教材同时应该具备“学习指导功能”。教材设计应该让学生在使用教材的同时习得学习的方法，慢慢找到学习的规律。为此，笔者归纳出教材呈现“学习指导功能”时应该遵循的基本原则，并以新加坡《中学高级华文》教材作为研究范本，希望通过这套教材中“学习指导功能”的呈现，阐明它的导学作用及其学理依据，以期为日后编者编写教材、教师和学生善用教材提供参考。

關鍵字

学习指导功能 ； 序列化 ； 具体化 ； 生活化 ； 自主化 ； 学会学习

並列摘要

Educational reforms in Mainland China in the 21st Century reflect fundamental changes in principles and concepts in education. Such changes are also reflected in the ways textbooks are written. Modern theories of curriculum design hold that a textbook should not merely be an informative tool but should also serve as a ＂learning guide＂ that helps students to explore and acquire learning methods. Based on a case study of the ＂Higher Chinese Language for Secondary Schools＂ Textbooks in Singapore, this paper intends to draw out the basic principles of textbook writing in order for language textbooks to better fulfill the role as ＂learning guide＂. With a detailed explanation of the principles based on a theoretical framework, this paper aims to serve as a reference for textbook writers, teachers and students.

並列關鍵字

learning guidance ； levels of learning ； specific instructions ； experiential education ； selfdirected learning ； learning to learn