本文選題：顧頡剛　切入點(diǎn)：中學(xué)　出處：《揚(yáng)州大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：顧頡剛(1893年-1980年)是中國(guó)近現(xiàn)代著名歷史學(xué)家,他以傳統(tǒng)學(xué)術(shù)為基礎(chǔ),吸收新的思想觀念作指導(dǎo),成為中國(guó)傳統(tǒng)學(xué)術(shù)向現(xiàn)代過(guò)渡過(guò)程中的代表人物之一。20世紀(jì)20年代,顧頡剛從事疑古辨?zhèn)窝芯康耐瑫r(shí)密切關(guān)注歷史教育,編纂了《現(xiàn)代初中教科書(shū)本國(guó)史》。一方面,在編寫(xiě)教科書(shū)的過(guò)程中,顧頡剛提出了“層累地造成的中國(guó)古史”這一學(xué)術(shù)觀點(diǎn),推動(dòng)了學(xué)術(shù)界的古史研究；另一方面,顧頡剛將自己的研究融入教科書(shū)之中,書(shū)中滲透著濃厚的疑古思想。顧頡剛的歷史教育思想在不同時(shí)期表現(xiàn)出不同傾向,其本身經(jīng)歷了一個(gè)由探索走向成熟到接受改造的發(fā)展過(guò)程。20世紀(jì)20年代,顧頡剛在實(shí)證主義史學(xué)思想的指導(dǎo)下,對(duì)中學(xué)歷史教育有一定的思考。30、40年代,隨著民族危機(jī)的上升,顧頡剛的歷史教育思想堅(jiān)持實(shí)證信念的同時(shí),更為強(qiáng)調(diào)民族主義的立場(chǎng)。50年代后在唯物史觀的洗禮下,顧頡剛的歷史教育思想更加關(guān)注普通民眾的歷史。顧頡剛對(duì)中學(xué)歷史教學(xué)的探索,主要表現(xiàn)在探索歷史教材編寫(xiě)理論、研究教師素質(zhì)和教學(xué)實(shí)施策略等方面。教材編纂的實(shí)踐成就體現(xiàn)在《現(xiàn)代初中教科書(shū)本國(guó)史》一書(shū)中,反映了史家多元的視野,內(nèi)容注重剪裁,并創(chuàng)新體例,添加注釋。針對(duì)教師素質(zhì),顧頡剛非常重視歷史教師的社會(huì)責(zé)任和史學(xué)素養(yǎng)。在具體的教學(xué)中,顧頡剛主張教學(xué)計(jì)劃應(yīng)充分結(jié)合學(xué)生的心理特點(diǎn),注意引發(fā)學(xué)習(xí)趣味,向?qū)W生提供歷史讀物,重視課堂之外的實(shí)踐調(diào)查活動(dòng)。顧頡剛在中學(xué)歷史教育中倡導(dǎo)運(yùn)用客觀的歷史進(jìn)化論思想來(lái)解釋歷史,對(duì)青年學(xué)生歷史觀的轉(zhuǎn)變是一次巨大沖擊。同時(shí)顧頡剛致力于重新建構(gòu)民族歷史的努力,彰顯了理性的民族主義精神。顧頡剛重視史學(xué)研究在中學(xué)歷史教育中的運(yùn)用,充分反映了學(xué)術(shù)研究與學(xué)科教育的密切關(guān)系。他也強(qiáng)調(diào)發(fā)揮歷史教育的致用功能,注重歷史與現(xiàn)實(shí)、教育與社會(huì)的聯(lián)系。在教學(xué)理念的更新上,顧頡剛敏銳地意識(shí)到學(xué)生心理認(rèn)知水平對(duì)教學(xué)實(shí)施的重要性,以及注重啟發(fā)學(xué)生歷史思考能力的觀念,無(wú)疑具有前瞻性。顧頡剛對(duì)于中學(xué)歷史教育的現(xiàn)代化,作出了重要貢獻(xiàn),因此值得我們進(jìn)行研究與探討。
[Abstract]:Gu Jiegang (1893-1980) is a famous historian in modern China. He took the traditional academic as the foundation, absorbed the new thought idea as the instruction, became one of the representative figures in the process of the transition from the traditional academic to the modern in the 20th century 20s. Gu Jiegang was engaged in the study of suspected antiquities and paid close attention to historical education and compiled the History of the Nation in Modern Junior Middle School textbooks. On the one hand, in the process of compiling textbooks, Gu Jiegang put forward the academic viewpoint of "the ancient history of China caused by the accumulation of layers", which promoted the study of ancient history in academic circles. On the other hand, Gu Jiegang incorporated his research into the textbooks. Gu Jiegang's thought of historical education shows different tendencies in different periods, and it has experienced a development process from exploration to maturity to acceptance of transformation in 20s. Under the guidance of positivist historiography thought, Gu Jiegang had some thoughts on history education in middle school in the 1930s and 1940s. With the rise of the national crisis, Gu Jiegang's historical education thought adhered to the positive belief at the same time. Under the baptism of historical materialism after the 1950s, Gu Jiegang's historical education thought paid more attention to the history of ordinary people. Gu Jiegang's exploration of history teaching in middle schools was mainly manifested in exploring the theory of compiling history textbooks. The practical achievements of textbook compilation are reflected in the book "the History of Modern Junior Middle School textbook", which reflects the diverse vision of historians, pays attention to tailoring, and innovates the style. Adding notes. According to the quality of teachers, Gu Jiegang attaches great importance to the social responsibility and historical literacy of history teachers. In the specific teaching, Gu Jiegang advocates that the teaching plan should fully integrate the students' psychological characteristics and pay attention to arousing the learning interest. Provide students with history books and attach importance to practical investigation activities outside the classroom. Gu Jiegang advocated the use of objective historical evolution thought to explain history in middle school history education. At the same time, Gu Jiegang's efforts to rebuild the history of the nation show the spirit of rational nationalism. Gu Jiegang attaches importance to the application of historical research in middle school history education. It fully reflects the close relationship between academic research and subject education. He also emphasizes on giving full play to the practical function of history education, paying attention to the connection between history and reality, and education and society. Gu Jiegang is acutely aware of the importance of students' psychological cognition to the implementation of teaching and the concept of focusing on inspiring students' ability to think about history, which is undoubtedly forward-looking. Gu Jiegang has made important contributions to the modernization of history education in middle schools. Therefore, it is worth our research and discussion.
【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(lèi)號(hào)】：G633.51

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