全球教育展望

基于核心素养培育的思政课程改革虽已在理念层面深入人心，却难以有效渗透并改变思政课堂教学现状。为切实缓和素养培育与知识教学的矛盾，教科书理应从“教学材料”的属性中剥离出来，朝着课程文本和学生用书的方向发展，改变思政教师“教教材”和“用教材教”的观念，帮助学生构建自适应学习场域。当前思政教材设计对自适应学习重视不足，统编教材栏目使用效果不佳。思政教材亟待从关注“教”向关注“学”转型，让思政教材成为学生学习的第一任“教师”,让教师成为学生经历学习过程、习得关键能力的协助者。除我国思政教材外，本研究剖析了法国和日本教材，发现前者以问题引发认知冲突提升可读性，后者以搭建学习支架增强可理解性，这为我国思政教材场域构建提供了启示，有助于将教师从知识教学的课堂中解放出来，使其深度投入教材开发，关注培养学生学会学习的能力，进而为促进学生核心素养的真实培育提供有效启示。

The reform of ideological and political(IP) education courses aimed at fostering core competencies has been widely accepted in theory but has struggled to effectively transform classroom teaching practices. To genuinely resolve the contradiction between competency cultivation and knowledge-based teaching, textbooks should shift from merely “teaching materials” to course texts and student-centered learning resources. This transformation can help IP teachers move away from merely “teaching the textbook” or “using the textbook to teach, ” and instead support students in constructing adaptive learning environments. Currently, IP textbooks do not sufficiently emphasize adaptive learning, and the use of unified compilation textbook sections is ineffective. IP textbooks urgently need to shift from focusing on teaching to focusing on learning, making textbooks as a first teacher of students, while positioning teachers as facilitators who guide students through the learning process and help them acquire key competencies. Beyond analyzing IP textbooks in China, this study also examines textbooks from France and Japan. It finds that French textbooks enhance readability by using questions to provoke cognitive conflicts, while Japanese textbooks improve comprehensibility by building learning scaffolds. These insights offer valuable lessons for constructing learning environments in Chinese IP textbooks, helping to free teachers from knowledge-centered classrooms andorient them to deeply engaging curriculum development, focusing on fostering students' ability to learn effectively, and ultimately promoting the authentic cultivation of students' core competencies.