本文選題：21世紀(jì)以來(lái)　切入點(diǎn)：中美高中歷史課程實(shí)施　出處：《四川師范大學(xué)》2015年碩士論文

【摘要】：隨著高中歷史教育改革的不斷深入,國(guó)內(nèi)學(xué)者和一線教師在總結(jié)升華本國(guó)歷史教育經(jīng)驗(yàn)的同時(shí),也需要積極吸收他國(guó)的經(jīng)驗(yàn)。本文選取最具有代表性的美國(guó)歷史課程作為比較對(duì)象,從課程論的角度選取課程目標(biāo)、課程內(nèi)容、課程實(shí)施方法、課程評(píng)價(jià)四個(gè)核心要素對(duì)中美歷史課程進(jìn)行比較,希望取得他山石玉之效用,為我國(guó)高中歷史課程改革提供借鑒。本研究共分為五個(gè)部分:第一部分:緒論。對(duì)中國(guó)和美國(guó)的歷史課程實(shí)施現(xiàn)狀進(jìn)行研究分析,確定比較的四個(gè)維度,為本次研究指引方向。第二部分:探討了高中歷史課程實(shí)施的核心要素。首先通過(guò)對(duì)中美歷史課程的分析,將課程實(shí)施的核心要素比較集中在上述四大要素上,繼而分別論述這四者在課程實(shí)施的重要性以及相互間的聯(lián)系。第三部分:對(duì)中美高中歷史課程實(shí)施的核心要素進(jìn)行對(duì)比分析。首先,對(duì)中美兩國(guó)高中歷史課程目標(biāo)進(jìn)行比較分析,主要對(duì)兩國(guó)高中歷史課程目標(biāo)中知識(shí)目標(biāo)、能力目標(biāo)和情感目標(biāo)三個(gè)層次進(jìn)行詳細(xì)的分析與對(duì)比,解決“為何而教”的問(wèn)題。其次,承接第一部分,一旦確立了課程目標(biāo),就要為其實(shí)現(xiàn)選取相應(yīng)的課程內(nèi)容作為下一步教學(xué)工作實(shí)施的載體。課程內(nèi)容的選擇是否適當(dāng),直接關(guān)系到教學(xué)任務(wù)的完成與否,至關(guān)重要。所以這一部分集中論述中美兩國(guó)歷史課程在內(nèi)容選擇上的差異,解決“教什么”的問(wèn)題。再次,對(duì)中美兩國(guó)高中歷史課程實(shí)施方法進(jìn)行比較,重點(diǎn)介紹了美國(guó)的發(fā)現(xiàn)學(xué)習(xí)模式以及美國(guó)常用的歷史課程實(shí)施方法:做歷史、角色扮演,解決“怎么教”的問(wèn)題。最后,論述了中美高中歷史課程評(píng)價(jià)中的歷史作業(yè)在題型、設(shè)計(jì)思路和命題技巧上存在的差異,接著找出造成這些差距的根源在于對(duì)歷史作業(yè)功能認(rèn)知的不同,最后從學(xué)生“自主學(xué)習(xí)”的角度出發(fā),本著“以學(xué)生為主體”的原則,探討歷史課程實(shí)施效果“如何評(píng)價(jià)”的問(wèn)題。第四部分:結(jié)論。通過(guò)對(duì)上述中美高中歷史課程實(shí)施的四大核心要素的比較,總結(jié)出美國(guó)歷史課程實(shí)施的先進(jìn)經(jīng)驗(yàn),并且結(jié)合我國(guó)自身的優(yōu)勢(shì),為我國(guó)高中歷史課程改革提出具體可行的建議。第五部分:結(jié)語(yǔ)。整體概括本次研究的內(nèi)容,提出一些值得進(jìn)一步研究的問(wèn)題,為后人的研究提供借鑒。
[Abstract]:With the deepening of the history education reform in senior high school, domestic scholars and first-line teachers are summing up and sublimating their own history education experience at the same time. This paper selects the most representative American history curriculum as the comparative object, selects the curriculum goal, the curriculum content, the curriculum implementation method from the curriculum theory angle, also needs to absorb the experience of other countries actively. The four core elements of curriculum evaluation compare the history curriculum between China and the United States in the hope of achieving the utility of his stone and mountain jade. This study is divided into five parts: the first part: introduction. This paper analyzes the current situation of the implementation of history curriculum in China and the United States, and determines the four dimensions of comparison. The second part discusses the core elements of the implementation of the history curriculum in senior high school. Firstly, through the analysis of the history curriculum between China and the United States, the core elements of the curriculum implementation are concentrated on the above four elements. The third part: a comparative analysis of the core elements of the implementation of senior high school history curriculum in China and the United States. This paper makes a comparative analysis on the curriculum objectives of senior high school history between China and the United States, mainly on the three levels of knowledge goal, ability goal and emotion goal in the history curriculum goal of high school in the two countries, and makes a detailed analysis and comparison between them. To solve the problem of "why to teach". Secondly, to accept the first part, once the curriculum goal has been established, it is necessary to select the corresponding curriculum content for its realization as the carrier of the next teaching work, and whether the choice of the curriculum content is appropriate, It is directly related to the completion of the teaching task. Therefore, this part focuses on the differences in content selection between China and the United States, and solves the problem of "what to teach". Again, This paper compares the methods of implementation of history curriculum in senior high schools between China and the United States, and focuses on the discovery learning model in the United States and the methods commonly used in the implementation of history courses in the United States: doing history, playing roles, and solving the problem of "how to teach". This paper discusses the differences in question types, design ideas and propositional skills of history assignments in the evaluation of history curriculum in Chinese and American senior high schools, and then finds out that the root cause of these differences lies in the different cognition of the function of historical assignments. Finally, from the perspective of students'"independent learning", and based on the principle of "taking students as the main body", The fourth part: conclusion. By comparing the four core elements of the implementation of history curriculum between China and the United States, the author summarizes the advanced experience in the implementation of history curriculum in the United States. And combined with our own advantages, for our senior high school history curriculum reform specific and feasible suggestions. Part five: conclusion. The whole summary of the contents of this study, put forward some issues worthy of further study, To provide reference for future research.
【學(xué)位授予單位】：四川師范大學(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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本文編號(hào)：1672015