中美高中历史教科书有关“二战”的叙述方式比较研究

发布时间：2018-03-26 10:32

本文选题：历史叙述　切入点：中国高中历史教科书　出处：《河北师范大学》2017年硕士论文

【摘要】：历史叙述作为一般社会实践活动,是伴随文字的出现而产生的记载历史事件的文字现象,具有悠久的传统。然而将“历史叙述”作为研究对象进行研究在时间上则出现的相对较晚,直到近代才受到学者的关注。历史教科书作为历史文化的载体,是学校教育中常见的一种历史叙述形式,其影响着学生的认知和价值取向,国民素质的培养以及民族的文化灵魂。本文在历史叙述的视野下,探究不同叙述方式所体现的教育培养目的。文章主要内容如下:第一,追溯历史叙述史发展的学术理路并考察历史叙述在高中历史教科书中的应用。首先阐述了历史叙述的内涵和历史叙述的范式,力求揭示出历史叙述的本体论,认识论与方法论。其次论述了历史叙述运用于高中历史教科书的特点。第二,探讨中美高中历史课程标准中的目标标准。简单介绍中国历史学科的核心素养,并探究美国课程标准要求学生达到的历史思维理解能力和历史理解能力。结合历史教科书整体设计特点,探讨其是如何以实现课程标准规定的能力标准要求。最后,结合中美国高中历史教科书的部分叙述内容,具体分析教科书的史料内容选取、内容编排方式以及叙述的情感倾向等方面,并结合中美两国相关方面的内容进行对比,分析探究中美两国高中历史教科书的叙述方式及其体现的培养目的。
[Abstract]:Historical narration, as a general social practice activity, is a written phenomenon that records historical events with the appearance of writing. There is a long tradition. However, it is relatively late to take "historical narration" as the object of study, and it is not until modern times that scholars pay attention to it. History textbook is the carrier of history and culture. Is a common form of historical narration in school education, which affects students' cognition and value orientation, the cultivation of national quality and the cultural soul of the nation. The main contents of this paper are as follows: first, This paper traces the academic theory of the development of the history of historical narration and examines the application of the historical narration in the history textbook of high school. Firstly, it expounds the connotation of the historical narrative and the paradigm of the historical narration, and tries to reveal the ontology of the historical narrative. Epistemology and Methodology. Secondly, it discusses the characteristics of historical narration used in senior high school history textbooks. Secondly, it discusses the target standards in the history curriculum standards of Chinese and American senior high schools, and briefly introduces the core qualities of Chinese history subjects. It also explores the historical thinking ability and historical understanding ability that American curriculum standards require students to achieve. According to the overall design characteristics of history textbooks, it discusses how to meet the requirements of curriculum standards. Finally, Combined with some narration contents of middle American high school history textbooks, this paper concretely analyzes the selection of historical materials, the way of content arrangement and the emotional tendency of narration, and makes a comparison between the relevant aspects of China and the United States. This paper analyzes the narration methods of high school history textbooks in China and the United States and their cultivation purposes.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51

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