本文關(guān)鍵詞： 課程觀 歷史教科書 學(xué)生主體相關(guān)性 話語 內(nèi)在理路　出處：《揚(yáng)州大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：教科書是傳播人類文明、形塑社會(huì)主流價(jià)值觀的文本媒介。中小學(xué)歷史教科書作為歷史知識(shí)的載體、育人的工具,體現(xiàn)了每個(gè)時(shí)代的教育價(jià)值訴求。所以,歷史教科書的編寫滲透著每一時(shí)期的課程觀念。建國(guó)初期,在蘇聯(lián)課程觀的影響下,草創(chuàng)時(shí)期的歷史教科書在知識(shí)結(jié)構(gòu)上承襲蘇聯(lián)知識(shí)框架、體系；同時(shí),在思想上,著重從愛國(guó)主義、共產(chǎn)主義道德、勞動(dòng)意識(shí)三方面突出新政權(quán)的階級(jí)意志和政治訴求。這一時(shí)期的歷史教科書采用最直觀樸實(shí)的編纂方式實(shí)現(xiàn)了國(guó)家意志的統(tǒng)整和民眾意識(shí)形態(tài)的規(guī)訓(xùn)。“教育革命”初期,歷史教科書在體例上壓縮教材篇幅,提升學(xué)習(xí)難度；內(nèi)容方面受史學(xué)界“厚今薄古”思潮影響,錯(cuò)誤地“打倒王朝體系”,編寫呈現(xiàn)出“快”和“省”的“大躍進(jìn)”風(fēng)格�！拔母铩逼陂g,政治宣傳取代一切知識(shí)教育,這一時(shí)期的歷史教科書形成了極具時(shí)代色彩的斗爭(zhēng)話語。課本中遍布毛主席語錄,極力營(yíng)造一種紅色的革命氛圍。內(nèi)容選擇突出“階級(jí)斗爭(zhēng)”和“批林批孔”,大搞影射史學(xué)。這種“革命模式”的歷史敘事不僅是歷史教育的迷失,同時(shí)也是異化的思想宣傳。改革開放后,在結(jié)構(gòu)主義課程觀的影響下,歷史教科書的編纂又回歸到教育話語的敘事模式。歷史教科書編纂突出歷史知識(shí)的形式結(jié)構(gòu)和邏輯結(jié)構(gòu)。教科書編寫在學(xué)科基本結(jié)構(gòu)、“螺旋式”設(shè)計(jì)、探究式學(xué)習(xí)三個(gè)方面頗下功夫。這種編寫風(fēng)格以構(gòu)筑學(xué)科結(jié)構(gòu)為核心,努力找尋知識(shí)領(lǐng)域中恒定的、具有普適性的公理與定則,使紛繁的知識(shí)信息得以簡(jiǎn)化,統(tǒng)整。但是,這種追求純粹的科學(xué)理性影響了教科書的靈活性和可讀性,同時(shí)也束縛了學(xué)生的思維。新課改以后,歷史教科書的書寫范式完成了蛻變,課本的知識(shí)內(nèi)容豐富多元,不同學(xué)科間綜合化程度進(jìn)一步提升,知識(shí)組織與呈現(xiàn)由鋪排陳設(shè)走向建構(gòu)生成。新時(shí)代的歷史教科書既吸納了后現(xiàn)代課程觀的思想精髓,也完成了由“教材”向“學(xué)材”的轉(zhuǎn)型。六十多年來,課程觀的取向經(jīng)歷了由關(guān)注知識(shí)客體向關(guān)注學(xué)生主體的演化。在不同課程觀影響下,歷史教科書中涉及的學(xué)生觀和話語敘寫模式也發(fā)生相應(yīng)的變動(dòng)�？傮w看來,歷史教科書在知識(shí)的編選和話語的書寫上呈現(xiàn)出兩個(gè)明顯的趨勢(shì)：一是歷史教科書編寫與學(xué)生主體相關(guān)性程度由弱變強(qiáng),二是歷史教科書編寫形成兩種不同的書寫話語——教育話語與政治話語,這兩種話語在歷史教科書中交替出現(xiàn)、相互博弈并且按照正態(tài)分布的趨勢(shì)演化變動(dòng)。這兩個(gè)趨勢(shì)既是歷史教科書變化的表征,同時(shí)也是課程觀影響歷史教科書的路徑和作用點(diǎn)。這兩條路徑交互影響、相輔相成,共同昭示了課程觀影響歷史教科書的內(nèi)在機(jī)理,詮釋了歷史教科書演化變遷的脈絡(luò)與軌跡。
[Abstract]:Textbooks are the text media to spread human civilization and shape the mainstream values of society. As a carrier of historical knowledge, primary and secondary school history textbooks, as a tool for educating people, reflect the educational value demands of each era. The compilation of history textbooks permeates the curriculum concept of each period. In the early days of the founding of the people's Republic of China, under the influence of the Soviet curriculum concept, the history textbooks of the early founding period inherited the knowledge framework and system of the Soviet Union in terms of their knowledge structure. At the same time, in the ideological, emphasis on patriotism, communist morality. The labor consciousness highlights the class will and political demands of the new regime in three aspects. The history textbooks of this period have realized the unification of the national will and the discipline of the popular ideology by adopting the most intuitive and simple way of compiling. " The early days of the educational revolution. The history textbook compresses the textbook space in the style, enhances the study difficulty; In terms of content, influenced by the trend of thought of "thick now and thin ancient" in the field of history, he mistakenly "knocked down the system of dynasties" and wrote "Great Leap forward" style of "fast" and "province". During the "Cultural Revolution". Political propaganda took the place of all knowledge and education, and the history textbooks of this period formed the struggle discourse with the color of the times. The textbooks were filled with the quotations of Chairman Mao. The content selection highlights "class struggle" and "criticizes the hole", and makes great efforts to insinuate historiography. This kind of historical narrative of "revolutionary mode" is not only the loss of history education. After reform and opening up, under the influence of structuralism curriculum view. The compilation of history textbooks returns to the narrative mode of educational discourse. The compilation of history textbooks highlights the formal and logical structure of historical knowledge. The compilation of textbooks is based on the basic structure of the subject and the "spiral" design. This writing style takes the construction of discipline structure as the core, and tries to find the constant and universal axioms and rules in the field of knowledge, which simplifies the complicated knowledge information. However, this pursuit of pure scientific rationality affects the flexibility and readability of the textbook, and also restrains the students' thinking. After the new curriculum reform, the writing paradigm of the history textbook has been transformed. The knowledge content of textbooks is rich and diverse, and the degree of integration among different subjects is further improved. Knowledge organization and presentation have evolved from layouts and furnishings to construction. The history textbooks of the new era have not only absorbed the thought essence of the postmodern curriculum view, but also completed the transformation from "teaching materials" to "learning materials" for more than 60 years. The orientation of curriculum concept has experienced the evolution from paying attention to the object of knowledge to paying attention to the subject of students. Under the influence of different curriculum views, the concept of students and the mode of discourse narration involved in history textbooks have also changed correspondingly. There are two obvious trends in the compilation and selection of knowledge and the writing of discourse in history textbooks. One is that the correlation between the compilation of history textbooks and students' subject has changed from weak to strong. Secondly, there are two kinds of writing discourses in history textbooks, educational discourse and political discourse, which appear alternately in history textbooks. These two trends are not only the representation of the change of history textbook, but also the path and application point of curriculum view influencing history textbook. These two paths interact with each other. Mutually reinforcing, it reveals the internal mechanism of curriculum concept influencing history textbooks, and explains the evolution and evolution of history textbooks.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.51
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本文編號(hào)：1462016