初中历史与社会课程之综合性成效研究

发布时间：2019-02-25 19:00

【摘要】：自20世纪50、60年以来,课程综合化已经成为世界各国基础教育的重要趋势。为了适应这一趋势,我国新一轮的课程改革在初中设置了综合课程,如“历史与社会”、“科学”等。“历史与社会”作为一门综合文科课程,它将历史、地理等人文领域的知识内容整合在一起,意图培养学生从综合、整体的视角来观察社会,帮助学生了解社会、适应社会。如今,这门课程的开设时间已走过数个年头,人们对其评价褒贬不一、质疑声不断。开设省份的数量也在逐渐减少,从刚开始的上海、浙江、广州等地,到目前全国只剩浙江全省在坚持开设外,其余的又回到了原先分科课程的浪潮。可谓说,初中开设综合文科课程已经发展到了进退两难的境地。虽然该门课程有其独特价值,但由于我国长期分科教育思想的影响,对综合课程关注的并不多,从而使其一直处于边缘状态。即使有,大多处于理论方面的研究,对该门课程具体实施的现状关注较少。为了更好的落实综合课程的价值理念,让学生真正的从综合课程中学到自己有用的东西。因此,有必要对该门课程的实施成效进行深入的研究。本文分为四部分,第一部分评析历史与社会课程的内容结构,包括课程综合化的理论依据,历史与社会课程标准与教科书对课程内容进行综合的方式；综合化的课程内容所存在的问题。第二部分展现并分析了以教师为对象所展开的调查结果,主要包括教师对综合课程的理解与态度,教师实施该课程所采取的教学方法及其教学中的困惑。第三部分展现并分析了以学生为对象的调查结果,包括学生对综合课程的态度以及综合课程对学科能力发展的作用。通过比较学习综合课程的学生与学习分科课程的学生在学力测试中的表现,揭示历史与社会课的教学效果,论证这一综合课程的价值所在。第四部分研究结论与建议,主要呈现了研究所获得的结论并对历史与社会课程的发展进行反思。
[Abstract]:Since 50,60 years in the 20th century, curriculum integration has become an important trend of basic education all over the world. In order to adapt to this trend, a new round of curriculum reform in our country has set up comprehensive curriculum in junior middle school, such as History and Society, Science and so on. "History and Society", as a comprehensive liberal arts course, integrates the knowledge of history, geography and other humanities fields together, and aims to train students to observe society from a comprehensive and holistic perspective, to help students understand the society and adapt to the society. Today, the course has been held for several years, and there are mixed opinions and doubts about it. The number of provinces is also gradually decreasing, from the beginning of Shanghai, Zhejiang, Guangzhou and other places, so far only Zhejiang Province in the persistence of offering, the rest back to the original wave of sub-subject courses. It can be said that the opening of comprehensive liberal arts courses in junior high school has developed to a dilemma. Although this course has its unique value, due to the influence of our country's long-term divided subject education thought, little attention has been paid to the comprehensive curriculum, which makes it always in a marginal state. Even if there are, mostly in the theoretical aspects of research, the specific implementation of the curriculum pay less attention to the current situation. In order to better implement the value concept of the integrated curriculum, students can really learn something useful from the integrated curriculum. Therefore, it is necessary to carry out an in-depth study on the effectiveness of the implementation of the course. This paper is divided into four parts. The first part analyzes the content structure of historical and social curriculum, including the theoretical basis of curriculum integration, the way of historical and social curriculum standards and textbooks to integrate curriculum content; The problems existing in the integrated curriculum content. The second part presents and analyzes the results of the investigation aimed at teachers, including the teachers' understanding and attitude towards the comprehensive curriculum, the teaching methods adopted by the teachers in implementing the curriculum and the confusion in the teaching process. The third part presents and analyzes the survey results, including the students' attitude towards the comprehensive curriculum and the effect of the comprehensive curriculum on the development of subject ability. By comparing the performance of students of comprehensive courses with those of sub-courses in the test of academic ability, this paper reveals the teaching effect of history and society, and demonstrates the value of the comprehensive curriculum. In the fourth part, the conclusions and suggestions are presented and the development of history and social curriculum is reconsidered.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

【共引文献】