新中国高中历史教学目标变迁研究

发布时间：2018-06-13 20:18

本文选题：新中国 + 高中历史　；参考：《西南大学》2017年硕士论文

【摘要】：新中国成立以来共开展了八次大型的基础教育课程改革,中学历史课程作为基础教育的一部分也经历了八次改革,其课程性质与教学目标随时代发展有了重大变化。高中历史教学目标作为高中历史教学活动的重要指南,对教学活动的开展具有导向功能,对教学结果具有诊断功能和评判功能,基于高中历史教学目标对历史教学活动的重要性,本文旨在对新中国高中历史教学目标变迁进行研究,总结其变迁的内在规律,以期为今后的高中历史教学目标建设提供借鉴。根据中学历史课程性质的变革以及高中历史教学目标自身的发展状况,本文将高中历史教学目标变迁分为五个历史时期:即高中历史教学目标的初步确立(1949-1957年)、进一步完善(1958-1965年)、异化(1966-1976年)、重建(1977-1999年)、全面深化(2000年以来),根据不同时期历史教学目标的一些标志性的变化,来追溯高中历史教学目标变迁的基本概况。研究表明,在不同历史阶段,高中历史教学目标体现出不同的价值取向。高中历史教学目标的初步确立和进一步完善时期(20世纪50年代至60年代中期)体现出以政治为主的价值取向;文化大革命时期(20世纪60年代中期至70年代中期)体现出“革命”和“斗争”的价值取向;高中历史教学目标的重建时期(20世纪70年代中期至90年代末)体现为多元化的价值取向;高中历史教学目标的全面深化时期(2000年以来)体现出由多元化价值取向向“人本化”价值取向的转变。在高中历史教学目标变迁的过程中,教学目标总体上呈现出由笼统向明晰化转变,思想政治教育贯穿教学目标的始末,教学目标与时俱进,并且日益彰显新课程理念,体现学生主体性等特点。概括来说,高中历史教学目标经历了由传统逐渐走向现代化的历程,其发展变化主要受国家政治需要和国外历史教学目标变迁等外部因素,以及学习者自身发展的需要、社会发展对未来公民素养的要求、历史学科发展的需要等教育内部发展规律的影响。总体来看,新中国成立以来的高中历史教学目标在曲折中发展前进,呈现出一个系统、多元因素相互影响的复杂过程。由于高中历史教学目标变迁的复杂性及其在历史教学乃至国家人才培养中的重要性等,必须加强对高中历史教学目标的建设,这也是笔者在对高中历史教学目标变迁研究的基础上得出的启示:即要建立一支专门的、相对稳定的历史教学目标编写队伍;要广泛吸收海内外历史教学目标的编写成果;教学目标要体现时代特征;要着眼于思想教育和能力培养,实现两个“保障”;必须全面认识历史学的社会功能和历史教学的意义;教学目标要适应个人、社会、国家的发展趋势。
[Abstract]:Since the founding of new China, there have been eight major reforms in the basic education curriculum. As a part of the basic education, the middle school history course has also undergone eight reforms. The nature of the curriculum and the teaching objectives have changed greatly with the development of the times. To carry out the guiding function, have the diagnosis function and the evaluation function to the teaching result, based on the importance of the history teaching activity of the high school history teaching goal, this article aims to study the change of the history teaching goal in the new China high school, and summarize the internal law of the change, in order to provide the reference for the construction of the high school history teaching goal in the future. According to the changes in the nature of the middle school history course and the development of the high school history teaching goal, this paper divides the history of high school history teaching into five historical periods: the primary establishment of the high school history teaching target (1949-1957 years), further improvement (1958-1965 years), the alienation (1966-1976 years), the reconstruction (1977-1999 years), and the comprehensive deepening (20) For 00 years), according to the symbolic changes of the historical teaching goals in different periods, the basic situation of the change of high school history teaching objectives is traced. The study shows that the goal of high school history teaching embodies different values in different historical stages. The initial establishment and further improvement period of the senior high school history teaching target (50 years in twentieth Century) From the middle of the 60s to the middle of the 60s) the political value orientation was embodied; the cultural revolution period (mid 1960s to mid 70s) showed the value orientation of "revolution" and "struggle"; the reconstruction period of high school history teaching targets (middle from 1970s to the end of 90s) was a pluralistic orientation of value; high school history The full deepening period of teaching objectives (since 2000) embodies the transformation from the value orientation of diversified values to the value orientation of "humanized". In the course of the transition of the goal of high school history teaching, the teaching objectives are generally transformed from general Xiang Mingxi, the ideological and political education penetrates the teaching goal, and the teaching objectives keep pace with the times. In general, the goal of high school history teaching has gone through the course from tradition to modernization, and its development and changes are mainly due to the external factors such as the national political needs and the changes of foreign history teaching goals, as well as the needs of the learner's own development, and the social development to the future. In general, the goal of high school history teaching since the founding of new China has developed in a tortuous process, showing a complex process of system and multiple factors affecting each other. The complexity and history of the change of high school history teaching objectives and its history The importance of teaching and the training of national talents must be strengthened. It is also the inspiration of the author on the basis of the study of the historical teaching objectives of high school. That is to establish a special and relatively stable history teaching goal, and to absorb the goals of history teaching at home and abroad. The teaching goal should embody the characteristics of the times; we should focus on the ideological education and ability training to realize the two "guarantee"; we must fully understand the social function of history and the significance of history teaching; the teaching goal should adapt to the development trend of the individual, the society and the state.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51

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