本文關(guān)鍵詞：《義務(wù)教育歷史課程標(biāo)準(zhǔn)》2001年版與2011年版比較　出處：《內(nèi)蒙古師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

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【摘要】：我國(guó)新一輪的基礎(chǔ)教育改革開始于世紀(jì)交替之際，本次改革以課程與教學(xué)為主。課程是社會(huì)政治、經(jīng)濟(jì)、尤其是文化科技發(fā)展對(duì)人們素質(zhì)要求的集中表現(xiàn)。社會(huì)的發(fā)展對(duì)人們發(fā)展提出何種要求，其所編的課程也在不同程度上體現(xiàn)此要求，不同的課程有不同的教育作用。而作為人文科學(xué)的基礎(chǔ)課程之一的歷史學(xué)科來(lái)說(shuō)，，對(duì)學(xué)生的全面發(fā)展和永久性學(xué)習(xí)上有著重要意義。迄今為止歷史學(xué)科的改革已經(jīng)近十余年了，期間教育部頒發(fā)了2001年《全日制義務(wù)教育歷史課程標(biāo)準(zhǔn)（試用稿）》和2011年《義務(wù)教育歷史課程標(biāo)準(zhǔn)（修訂稿）》。本文以歷史課程標(biāo)準(zhǔn)的試用稿和修訂稿相比較為研究點(diǎn)，進(jìn)一步發(fā)展課程改革的新觀點(diǎn)新理論，提出了以新歷史課程為指導(dǎo)教學(xué)的建議。 本研究共分為三部分：第一部分是對(duì)《義務(wù)教育歷史課程標(biāo)準(zhǔn)》2001年版與2011年版的比較，在此筆者將對(duì)兩版課程標(biāo)準(zhǔn)的前言、課程目標(biāo)、課程內(nèi)容、實(shí)施建議這四個(gè)方面進(jìn)行比較；第二部分是相對(duì)于2001年版，2011年版發(fā)生變化的原因；第三部分為如何以新課程標(biāo)準(zhǔn)為指導(dǎo)思想，并以此為基礎(chǔ)讓中學(xué)教師認(rèn)可新課程標(biāo)準(zhǔn)的權(quán)威。
[Abstract]:At the turn of the century, the new round of basic education reform in China begins with the curriculum and teaching as the main reform. The curriculum is social politics and economy. In particular, the development of culture and science and technology to the concentrated expression of the quality of people, the development of society what kind of requirements for the development of people, its curriculum also reflects this requirement in varying degrees. Different courses have different educational functions. And as one of the basic courses of the humanities, the history subject. It is of great significance to the all-round development and permanent study of students. Up to now, the reform of history has been going on for more than ten years. During the period, the Ministry of Education issued the History Curriculum Standard for Full-time compulsory Education (trial draft) on 2001 and the History Curriculum Standard for compulsory Education on 2011 (revised draft). This paper compares the trial draft of history curriculum standard with the revised draft. Further developing the new viewpoint and new theory of curriculum reform, this paper puts forward some suggestions on how to guide the teaching by the new history course. This research is divided into three parts: the first part is the comparison between the 2001 edition of compulsory education history curriculum standard and 2011 edition. The contents of the curriculum, the implementation of the recommendations of the four aspects of comparison; The second part is relative to the 2001 version, 2011 edition of the reasons for the change; The third part is how to take the new curriculum standard as the guiding ideology and let the middle school teachers approve the authority of the new curriculum standard.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G633.51


本文編號(hào)：1434153