本文關(guān)鍵詞：朝鮮族中學(xué)歷史課程演變研究　出處：《延邊大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：在中學(xué)課程體系中,歷史課程起著借鑒與教化、吸收與傳承文化的功能。朝鮮族中學(xué)的歷史課程自20世紀(jì)初近代私立學(xué)校的興起,演變到至今已有百余年的歷史。了解朝鮮族中學(xué)歷史課程演變的歷程,有助于從縱向角度透視歷史課程改革的背景,找出其中的不足,以深化歷史課程改革,為歷史課程理論的發(fā)展提供建議。目前國內(nèi)外有關(guān)朝鮮族中學(xué)歷史課程的研究,主要是針對某一時期歷史課程設(shè)置、教材等方面的研究,缺少對歷史課程演變歷程的梳理及對課程目標(biāo)、課程內(nèi)容的具體分析,這為本論題的研究提供了空間。本文采用文獻(xiàn)法、歷史法、比較法、訪談法等研究方法,從課程計劃、課程標(biāo)準(zhǔn)層次探查朝鮮族中學(xué)各時期歷史課程的演變歷史,總結(jié)朝鮮族中學(xué)歷史課程演變的規(guī)律,并從影響課程的三要素即社會、知識、學(xué)生進(jìn)行背景分析,得出如下結(jié)論。(1)縱觀歷史課程演變的脈絡(luò)發(fā)現(xiàn),社會的政治經(jīng)濟(jì)制度與意識形態(tài)影響著歷史課程的改革,史學(xué)理論和課程理論的變化影響著歷史課程的改革,學(xué)生的身心發(fā)展水平、規(guī)律和需求制約著歷史課程的改革。歷史課程的演變再次證明了課程改革的“鐘擺”現(xiàn)象,即朝鮮族中學(xué)歷史課程的價值取向經(jīng)歷了社會本位→知識本位→兼顧社會、知識、學(xué)生本位的演變過程。(2)教育目的是課程目標(biāo)設(shè)計的總方向,課程目標(biāo)又是課程內(nèi)容選擇和確定的依據(jù),三者具有環(huán)環(huán)相扣緊密的聯(lián)系�？v觀歷史課程演變的規(guī)律可以看出,各時期課程內(nèi)容的選擇遵循了課程目標(biāo)的要求,課程目標(biāo)又服務(wù)于國家的教育目的。(3)各時期的課程內(nèi)容基本遵循了課程內(nèi)容選擇的原則,體現(xiàn)了課程目標(biāo)的要求、學(xué)生的特點、內(nèi)容的基礎(chǔ)性和實用性。清末民初時期的課程內(nèi)容體現(xiàn)了民族啟蒙教育運(yùn)動的宗旨,解放戰(zhàn)爭時期的課程內(nèi)容滿足了培養(yǎng)學(xué)生革命意識的目標(biāo),社會主義時期的課程內(nèi)容加強(qiáng)了與社會、學(xué)生經(jīng)驗的聯(lián)系。而東北淪陷時期由于受到日本殖民主義奴化教育的影響,課程內(nèi)容體現(xiàn)了日本的殖民主義史觀,違背了課程內(nèi)容選擇的原則。通過回顧與分析朝鮮族中學(xué)歷史課程演變的歷程,得出如下啟示：(1)朝鮮族中學(xué)歷史課程的發(fā)展要兼顧社會、知識、學(xué)生三要素。(2)基于國家三級課程的要求與傳承民族歷史文化的育人目標(biāo),應(yīng)大力開發(fā)朝鮮族中學(xué)的歷史校本課程。
[Abstract]:In the middle school curriculum system, the history curriculum plays the function of reference and enlightenment, absorbing and inheriting culture. The history course of Korean middle school has been rising since the beginning of 20th century and modern private school. To understand the history of history curriculum evolution in Korean middle schools is helpful to perspective the background of history curriculum reform from a vertical perspective and find out the deficiencies in it in order to deepen the history curriculum reform. To provide suggestions for the development of history curriculum theory. At present, at home and abroad on the history of Korean secondary school curriculum research, mainly aimed at a certain period of history curriculum setup, teaching materials and other aspects of research. Lack of the history of the evolution of the course and the curriculum objectives, curriculum content specific analysis, which provides a space for the study of this topic. This paper uses the literature method, historical method, comparative method, interview method and other research methods. From the curriculum planning, curriculum standard level to explore the history of history curriculum evolution history of Korean middle schools, summed up the history curriculum evolution law, and from the impact of the curriculum from the three elements of society, knowledge. The student carries on the background analysis, draws the following conclusion. 1) looking at the history curriculum evolution, finds that the social political economy system and the ideology influence the history curriculum reform. The changes of history theory and curriculum theory affect the reform of history curriculum and the level of students' physical and mental development. The evolution of history curriculum proves once again the phenomenon of "pendulum" in curriculum reform, that is, the value orientation of Korean history curriculum has experienced social standard. 鈫扠nowledge standard. 鈫扵he aim of education is the general direction of curriculum objective design, and the curriculum goal is the basis for the selection and determination of curriculum content. The three are closely related to each other. Looking at the law of the evolution of historical curriculum, we can see that the choice of curriculum content in each period follows the requirements of curriculum objectives. Curriculum objectives also serve the country's educational objectives. 3) the curriculum contents in each period basically follow the principle of curriculum content selection, reflecting the requirements of the curriculum objectives and the characteristics of students. The course content of the late Qing Dynasty and the beginning of the Republic of China embodies the purpose of the national enlightenment education movement, and the curriculum content of the liberation war period meets the goal of cultivating students' revolutionary consciousness. The contents of the curriculum during the socialist period strengthened the connection with the society and the students' experience, while the Japanese colonial enslavement education influenced the northeast enemy-occupied period, which embodied Japan's historical view of colonialism. Through reviewing and analyzing the evolution of history curriculum of Korean middle school, the author draws the following enlightenment: 1) the development of history curriculum of Korean middle school should take into account the society and knowledge. Based on the requirements of the national three-level curriculum and the educational goal of inheriting the national history and culture, students should vigorously develop the history school-based curriculum in Korean middle schools.
【學(xué)位授予單位】：延邊大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.51

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本文編號：1383846