本文選題：初高中歷史教科書　切入點(diǎn)：銜接問題　出處：《河南師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：新課改以來,確立了新的中學(xué)歷史教學(xué)體系和教育理念,為了改變初中講一遍通史高中又講一遍兩個(gè)循環(huán)的結(jié)構(gòu),避免初高中知識(shí)簡單的循環(huán)重復(fù),高中歷史課程的學(xué)習(xí)目標(biāo)有了更高層次的要求,高中教科書編寫也打破原有的編寫體例和知識(shí)結(jié)構(gòu),發(fā)生重大變化。初高中歷史教學(xué)如何過渡,教科書如何銜接,問題亟待解決。歷史教科書在中學(xué)歷史課程中地位重要,在歷史教學(xué)中是“教”與“學(xué)”最為主要也是最基本的教學(xué)資源,也就是說,作為中學(xué)歷史教學(xué)的主要依據(jù)的教科書,在中學(xué)歷史教育資源中處于核心地位,其地位的重要性不容忽視,要解決教學(xué)銜接問題,正視教科書的銜接問題首當(dāng)其沖。本文通過比較初、高中課程標(biāo)準(zhǔn)在課程目標(biāo)、課程評(píng)價(jià)標(biāo)準(zhǔn)和課程設(shè)計(jì)思路的不同,以及初高中教科書內(nèi)容選擇、知識(shí)敘述深度和廣度上的差異,分析初、高中歷史教科書各自的地位及需要擔(dān)負(fù)的任務(wù)、初高中歷史課標(biāo)的銜接,藉此探究分析歷史教科書銜接現(xiàn)狀,并給出作好銜接的建議。首先,初高中兩個(gè)歷史教學(xué)階段,是一個(gè)整體,根據(jù)教育對(duì)象在年齡心理等方面有明顯的區(qū)別,兩個(gè)階段的歷史課程目標(biāo)也有相應(yīng)的差異存在,而作為一個(gè)整體的兩個(gè)階段,二者的銜接問題便是如何處理學(xué)生學(xué)習(xí)的連貫性與深入性的協(xié)調(diào),這直接影響整個(gè)歷史教學(xué)的整體目標(biāo)。根據(jù)新課改以來的《全日制義務(wù)教育歷史課程標(biāo)準(zhǔn)》(以下簡稱初中課標(biāo))和《普通高中歷史課程標(biāo)準(zhǔn)》(以下簡稱高中課標(biāo))編寫的初高中歷史教科書,為滿足不同的課程目標(biāo),在編寫方式、內(nèi)容選擇、主題涉及的深度和廣度等方面存在差異,教科書銜接問題至此產(chǎn)生了。尤其是對(duì)于“過渡期”的高一新生來說,教科書的銜接問題直接關(guān)系到他們對(duì)歷史的學(xué)習(xí)興趣和學(xué)習(xí)成果,無論是銜接過度還是脫節(jié)斷層,都將不同程度地造成他們?cè)诟咧袣v史學(xué)習(xí)上的困惑,影響他們深化和更高程度上對(duì)歷史的把握。首先,本文分析了初高中歷史教科書課程標(biāo)準(zhǔn)和內(nèi)容的銜接現(xiàn)狀,比較初高中課標(biāo)的不同,又比較了初高中歷史教科書需要承擔(dān)的任務(wù)差異;第二章著重從編寫體例、編寫思想方面分析銜接問題出現(xiàn)的原因,接合我國傳統(tǒng)史書編撰方法、港臺(tái)及國外歷史教科書編寫經(jīng)驗(yàn),總結(jié)在處理銜接問題上的經(jīng)驗(yàn)和教訓(xùn),然后在編寫體例、編寫思想方面提出一些促進(jìn)銜接的建議。最后,針對(duì)教學(xué)銜接問題的現(xiàn)狀,呼吁初高中歷史教師重視對(duì)教科書的研究,在日常教學(xué)中關(guān)注初高中歷史教科書的銜接問題,并就如何應(yīng)對(duì)提出意見建議。
[Abstract]:Since the new curriculum reform, a new middle school history teaching system and educational concept have been established. In order to change the structure of junior high school speaking over and over again in general history high school, and to avoid the simple cycle repetition of knowledge in middle and high schools, The high school history curriculum has a higher level of learning goals, and the compilation of high school textbooks has also broken the original style of writing and knowledge structure, and has undergone major changes. How to transition the history teaching in junior high school and how to link up the textbooks, The problem needs to be solved urgently. History textbooks play an important role in the history curriculum of middle schools. They are the most important and the most basic teaching resources in history teaching, that is, textbooks that are the main basis for history teaching in middle schools. In the middle school history education resource is in the core position, its position importance cannot be ignored, must solve the teaching connection question, faces squarely the textbook connection question first to bear the brunt. Through the comparison beginning, the high school curriculum standard is in the curriculum goal, The differences between curriculum evaluation standards and curriculum design ideas, as well as the differences in the content selection, the depth and breadth of knowledge narration, and the respective positions and tasks of junior high school history textbooks are analyzed. In order to explore and analyze the current situation of history textbook cohesion, and give some suggestions on how to link up well. First of all, the two stages of history teaching in middle and high schools are a whole. According to the obvious differences between the educational objects in the aspects of age, psychology, and so on, there are also corresponding differences in the objectives of the history curriculum in the two stages, and the two stages as a whole. The problem of the convergence of the two is how to deal with the coordination of coherence and depth of students' learning. This directly affects the overall goal of the whole history teaching. According to the "History Curriculum Standard of Full-time compulsory Education" (hereinafter referred to as "Junior Middle School Curriculum Standard") and the "ordinary Senior High School History Curriculum Standard" (hereinafter referred to as "Senior High School Curriculum Standard") since the new curriculum reform. (a history textbook for junior and senior high schools, In order to meet the different curriculum objectives, there are differences in the way of writing, the choice of content, the depth and breadth of topics, and so on. The problem of textbook cohesion has arisen here, especially for the freshmen in the "transition period". The problem of the cohesion of textbooks is directly related to their interest in learning history and their learning results. Whether it is excessive cohesion or disjointed fault, it will lead to their confusion in senior high school history learning to varying degrees. First of all, this paper analyzes the current situation of the convergence of curriculum standards and contents of junior high school history textbooks, and compares the differences between the junior high school curriculum standards and the senior middle school curriculum standards. The second chapter analyzes the reasons for the problem of cohesion from the aspects of writing style and writing ideas, and combines the traditional methods of compiling history books in our country, and compares the differences of tasks to be undertaken by middle and high school history textbooks. Hong Kong, RTHK and overseas history textbooks, summing up their experiences and lessons in dealing with the problem of cohesion, then putting forward some suggestions to promote cohesion in writing methods and ideas. Finally, in the light of the current situation of the problem of cohesion in teaching, It calls on middle and high school history teachers to pay attention to the study of textbooks, pay attention to the connection of middle and high school history textbooks in daily teaching, and put forward some suggestions on how to deal with them.
【學(xué)位授予單位】：河南師范大學(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)：1585476