数字教科书的概念分析

A Conceptual Analysis of Digital Textbooks

摘要: 信息化浪潮蔓延至教育领域，引发了教科书新形态——数字教科书的诞生。但在以往研究中，存在数字教科书相关概念混乱的问题。为此，本研究运用概念分析方法，对数字教科书概念作了横向的关联概念分析和纵向的概念定义分析。关联概念分析结果表明数字教科书概念可以概括为系统论、学习资源论、电子书包要素论、电子书论、等同论，概念争议的本质在于教科书、教材、课本、数字化等用词模糊；概念定义分析了数字教科书从辅助教学到智能教科书的形态流变，阐释了数字教科书概念的内涵与外延，以期后续数字教科书研究视野的敞开。

Abstract: With the wave of informatization permeating the field of education, a new form of textbook—digital textbooks—has emerged. However, prior research has been characterized by conceptual confusion surrounding digital textbooks. To address this issue, the present study employs a concept analysis method to examine the concept of digital textbooks through a horizontal analysis of related concepts and a vertical analysis of conceptual definitions. The analysis of related concepts indicates that the concept of digital textbooks can be summarized from five perspectives: a systems perspective, a learning-resources perspective, an e-schoolbag component-based perspective, an e-book perspective, and an equivalence perspective. The essence of the conceptual controversy lies in the ambiguity of terms such as “textbook”, “teaching materials”, “coursebook”, and “digitization”. The analysis of conceptual definitions further traces the morphological evolution of digital textbooks from tools for assisting instruction to postmodern textbooks, clarifying the intension and extension of the concept, with the aim of broadening the perspective for subsequent research on digital textbooks.