全球教育展望

统编教材教学的创造性转化是教师在正确领会统编教材负载的国家意志、优秀传统文化和学科化科学知识逻辑体系基础上，能动地将教材文本转化为符合学生认知水平和文化心理等身心特征的动态教学活动过程。这既是教材的育人属性功能有效转化为学生素养的实践抓手，也是以教材使用作为解放教师教学创造力、促进教师发展的重要推力，亦是突破“教教材”与“用教材教”对立式论争的理论探求。教师对统编教材教学创造性转化的实践，一要提高其对统编教材适度二次开发的把控力；二要深挖教材育人元素并将重大主题教育融入教学；三要关注学生课堂教学中的情感体验并增强学生的情感认同；四要充分认识统编教材的学科育人属性以培养学生的学科结构意识和思维方式。

Creative transformation of state-compiled textbooks in teaching is a process in which teachers transform textbooks actively from static curricular texts into dynamic instructional activities appropriate for students' stages of physical and psychological development, based on the precise understanding of the national will, excellent traditional culture and disciplinary logical framework reflected by state-compiled textbooks. Creative transformation of state-compiled textbooks in teaching is not only a practical starting point for the effective transformation of the educational nurturing function into students' literacy, but also an important driving force to liberate teachers' teaching creativity and promote teachers' development through the use of textbook. It is also a theoretical exploration to break through the dilemma of controversy over the issue of “textbook as learning content” versus “textbook as a learning method”. In order to creatively transform state-compiled textbooks in teaching, it is suggested to enhance teachers' control over the appropriate secondary development of the state-compiled textbooks, deeply explore the educational elements of teaching materials and integrate major theme education into teaching, pay attention to students' emotional experiences in classroom teaching and intensify students' emotional identity, and fully understand the attribute of discipline-based education of the state-compiled textbook to cultivate students' awareness of disciplinary structure and thinking style.