中国电化教育

技术赋能的数字教材因其突破传统教材的呈现方式和内容容量局限而具有跨学科属性。激活数字教材的跨学科属性,对推进跨学科素养教学与学习,促进学生核心素养发展意义重大,但需要澄明数字教材跨学科属性的知识本质、形成动因及涌现逻辑。数字教材知识边界的延展性、知识组织的灵活性、知识图谱的建构性、知识形式的交互性等跨学科属性的涌现,是由国家政策与行业标准的双重驱动、技术变革与内容重构的互动推进以及编审过程与素养教学的叠加需求综合推动的。促成数字教材跨学科属性的涌现,可从治理逻辑、专业逻辑和实践逻辑三方面做出积极努力,以期为素养教学和教材强国助力。

Technology-enabled digital textbooks possess interdisciplinary attributes due to their breakthrough in the presentation methods and content capacity limitations of traditional textbooks. Activating the interdisciplinary attributes of digital textbooks is of great significance for promoting interdisciplinary literacy teaching and learning, as well as for fostering the development of students' core competencies. However, it is necessary to clarify the knowledge essence, formation motivation, and emergence logic of the interdisciplinary attributes of digital textbooks. The emergence of interdisciplinary attributes in digital textbooks, such as the extensibility of knowledge boundaries, flexibility of knowledge organization, constructiveness of knowledge graphs, and interactivity of knowledge forms, is driven by a combination of national policies and industry standards, the interactive advancement of technological transformation and content reconstruction, and the overlapping demands of the editorial process and literacy teaching. To facilitate the emergence of interdisciplinary attributes in digital textbooks, proactive efforts can be made from three aspects: governance logic, professional logic, and practical logic, in order to support literacy teaching and build a Leading Country in textbooks.