發(fā)布時(shí)間：2018-08-17 15:22

【摘要】：1949年,新中國(guó)的成立使我國(guó)的學(xué)校教育建設(shè)進(jìn)入一個(gè)新的歷史時(shí)期,但是當(dāng)時(shí)我國(guó)受到諸多條件的限制,缺乏進(jìn)行文化教育領(lǐng)域的高中歷史教學(xué)改革的能力。而當(dāng)時(shí)支持我們國(guó)家建設(shè)的蘇聯(lián)為創(chuàng)建以馬克思列寧主義為指導(dǎo)的新文化、新教育,進(jìn)行了艱苦的探索,并積累了大量的經(jīng)驗(yàn),這樣,建國(guó)初期我國(guó)高中歷史教學(xué)的探索便全面向蘇聯(lián)學(xué)習(xí)了。于是,在中共中央的倡導(dǎo)下,蘇聯(lián)的高中歷史教學(xué)理論書(shū)籍被大量翻譯出版,蘇聯(lián)的高中歷史教學(xué)模式被引進(jìn)推廣,全國(guó)各地高級(jí)中學(xué)學(xué)習(xí)蘇聯(lián)歷史教學(xué)經(jīng)驗(yàn)和方法的活動(dòng)陸續(xù)展開(kāi)。在此背景下,教育部在充分考慮到我國(guó)的教育實(shí)際,參考蘇聯(lián)高中歷史教學(xué)大綱,經(jīng)過(guò)幾年的探索,于1956年正式頒布《高級(jí)中學(xué)世界近現(xiàn)代史教學(xué)大綱》和《高級(jí)中學(xué)中國(guó)歷史教學(xué)大綱》,在1957年頒布《高級(jí)中學(xué)中國(guó)歷史教學(xué)大綱(近代史部分)》,作為高中中國(guó)史教學(xué)大綱的補(bǔ)充。這套高中歷史教學(xué)大綱的實(shí)施對(duì)我國(guó)當(dāng)時(shí)的高中歷史教學(xué)走向規(guī)范化的道路起到了很大的作用,適應(yīng)了新中國(guó)高中歷史教學(xué)轉(zhuǎn)變的需要。與此同時(shí),我國(guó)也開(kāi)始了高中歷史教科書(shū)的編寫(xiě),由于條件的限制,從1949年到1952年我國(guó)的高中歷史教科書(shū)是基于我國(guó)歷史專(zhuān)著,并參考蘇聯(lián)高中歷史教科書(shū)的編寫(xiě)體系進(jìn)行的改編;1952年以后人教社開(kāi)始進(jìn)行高中歷史教科書(shū)的自主編寫(xiě),在短短兩年的時(shí)間里人教社確實(shí)也編寫(xiě)了較為科學(xué)的高中歷史教科書(shū)。從1954年開(kāi)始,人教社便開(kāi)始完善高中歷史教科書(shū),伴隨著1956年高中歷史教學(xué)大綱的頒布實(shí)施,在1957年,基于教學(xué)大綱編寫(xiě)的高中歷史教科書(shū)基本完成,這就為我國(guó)以后高中歷史教科書(shū)的編寫(xiě)奠定了基礎(chǔ)。教學(xué)大綱是模仿蘇聯(lián)制定的,教科書(shū)也是參照蘇聯(lián)教材體系編寫(xiě)的,這樣基于教學(xué)大綱和教科書(shū)的歷史教學(xué)方法的也是以蘇聯(lián)的歷史教學(xué)經(jīng)驗(yàn)和教學(xué)模式來(lái)進(jìn)行探索的。在探索中,高中歷史教學(xué)方法由出現(xiàn)并逐步完善,雖然曲折,但是也在向前發(fā)展,從1953年以后,我國(guó)高中歷史教學(xué)方法開(kāi)始出現(xiàn)自己的特色,這便也為以后高中歷史教學(xué)方法的發(fā)展打下了基礎(chǔ)。總之,建國(guó)初期我國(guó)高中歷史教學(xué)在向蘇聯(lián)學(xué)習(xí)和交流過(guò)程中,雖然存在一些不足,但是我國(guó)的高中歷史教學(xué)畢竟走向了規(guī)范化的道路,很大程度上促進(jìn)了建國(guó)初期我國(guó)高中歷史教學(xué)質(zhì)量的提高。
[Abstract]:In 1949, the establishment of new China made the construction of school education in our country enter a new historical period, but at that time, our country was restricted by many conditions and lacked the ability to reform the history teaching in high school in the field of culture and education. In order to create a new culture and new education guided by Marxism-Leninism, the Soviet Union, which supported our national construction at that time, made painstaking explorations and accumulated a great deal of experience. In the early days of the founding of the people's Republic of China, the exploration of history teaching in senior high schools in our country learned from Soviet Union. As a result, under the initiative of the CPC Central Committee, the Soviet Union's senior high school history teaching theory books were translated and published in large numbers, and the Soviet high school history teaching model was introduced and popularized. High schools throughout the country to learn Soviet history teaching experience and methods of activities began one after another. In this context, the Ministry of Education, taking fully into account the reality of education in our country and referring to the history syllabus of the Soviet Union's senior high schools, has been exploring for several years. In 1956, the syllabus of World Modern History in Senior Middle School and the syllabus of Chinese History in Senior Middle School were formally promulgated. In 1957, the syllabus of Chinese History Teaching in Senior Middle School (part of Modern History) was promulgated, as a high history of China. A supplement to the syllabus. The implementation of this set of senior high school history teaching syllabus has played a great role in our country's senior high school history teaching towards the road of standardization at that time, and adapted to the needs of the transformation of high school history teaching in New China. At the same time, our country has also started the compilation of senior high school history textbooks. Due to the constraints of conditions, our senior high school history textbooks from 1949 to 1952 were based on our history monographs. It also refers to the adaptation of the compilation system of high school history textbooks in the Soviet Union. After 1952, the personnel education association began to compile the high school history textbooks independently, and in a short period of two years, it did compile more scientific high school history textbooks. Since 1954, the people's Education Society has begun to perfect the senior high school history textbooks. With the promulgation and implementation of the 1956 senior high school history syllabus, in 1957, the senior high school history textbooks based on the syllabus were basically completed. This has laid a foundation for the compilation of senior high school history textbooks in China. The syllabus is modelled on the Soviet Union, and the textbooks are compiled in reference to the Soviet textbook system. Thus, the history teaching methods based on the syllabus and textbooks are also explored through the Soviet Union's history teaching experience and teaching model. In the course of exploration, the teaching method of history in senior high school has been improved gradually, although it is tortuous, it is also developing forward. After 1953, the teaching method of history in senior high school in our country began to have its own characteristics. This also laid a foundation for the development of history teaching methods in senior high school. In short, in the early years of the founding of the people's Republic of China, in the course of learning and communicating from the Soviet Union, although there were some shortcomings in our senior high school history teaching, after all, our senior high school history teaching moved towards the road of standardization. To a great extent, it promoted the improvement of high school history teaching quality in the early days of the founding of the people's Republic of China.
【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(lèi)號(hào)】：G633.51

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