美國(guó)現(xiàn)代中學(xué)歷史課程嬗變研究
發(fā)布時(shí)間：2018-08-18 21:05
【摘要】：上世紀(jì)80年代以來(lái),我國(guó)中學(xué)歷史教育界不少學(xué)者在談到中學(xué)歷史課程現(xiàn)代化問(wèn)題時(shí),往往以美國(guó)為一種范本。這相對(duì)頑固彌久的灌輸式、"背多分"而言,有劃時(shí)代的積極意義。比起冷戰(zhàn)思維下的一概拒之門外,更是里程碑式的飛躍。但細(xì)究起來(lái),大多以個(gè)案、非專業(yè)見(jiàn)聞或個(gè)別述評(píng)為依據(jù),不少還是非原始史料。因此,在當(dāng)前我國(guó)中學(xué)歷史課程以"核心素養(yǎng)"為突破口深化改革之際,去粗取精、返璞歸真,在特定的、具體的歷史、文化背景下對(duì)其做更為完整、準(zhǔn)確的了解、梳理和透視就有了非常重要的學(xué)術(shù)和實(shí)踐意義。一方面,有利于我們知曉與把握美國(guó)現(xiàn)代中學(xué)歷史課程的前世今生,防止以己度人;另一方面,才可能對(duì)其經(jīng)驗(yàn)、教訓(xùn)準(zhǔn)確甄別借鑒,以免邯鄲學(xué)步。這就是史學(xué)界常說(shuō)的,史學(xué)是今人與古人從"是什么"到"為什么"永無(wú)止境的對(duì)話。美國(guó)中學(xué)歷史課程可追溯到殖民地時(shí)期從歐洲舶來(lái)的宗教教育,立國(guó)后才取得獨(dú)立的學(xué)科地位。起初,筆者試圖以此為起點(diǎn)通觀至今。然而,搜集、長(zhǎng)編與美國(guó)中學(xué)歷史課程有關(guān)的重要文獻(xiàn)、報(bào)告、期刊、報(bào)刊,及教科書、教學(xué)設(shè)計(jì)、教學(xué)錄像等史料后發(fā)現(xiàn):美國(guó)中學(xué)歷史課程的現(xiàn)代化遠(yuǎn)落后于工業(yè)化進(jìn)程,真正的轉(zhuǎn)折點(diǎn)距今才百余年,期間風(fēng)云際會(huì)、一波三折、繼承拓展,直至上世紀(jì)末期才突出了超前設(shè)計(jì)的教育本性。從研究方法與策略看,研究這段歷史也更有從典型形態(tài)切入的意義。于是,聚焦本課題。19世紀(jì)末,美國(guó)形成了精英主義的中學(xué)歷史課程;帝國(guó)時(shí)代"工業(yè)文明綜合癥"的蔓延使平民教育成為當(dāng)務(wù)之重。在進(jìn)步主義浪潮的強(qiáng)烈推動(dòng)下,歷史課程被納入社會(huì)科,培養(yǎng)具有"社會(huì)效率"的"優(yōu)秀公民"。然而,傳統(tǒng)的慣性和"柯立芝繁榮"的滿足使其踟躕、蹣跚,直到20世紀(jì)20年代后期才成為主流;"大蕭條"的滅頂之憂使中學(xué)歷史課程的體例一改傳統(tǒng),變?yōu)橐陨鐣?huì)現(xiàn)實(shí)問(wèn)題歸類和框架的改造主義。二戰(zhàn)爆發(fā)后,愛(ài)國(guó)主義迅疾成為熱點(diǎn),加上問(wèn)題式的統(tǒng)整打亂了歷史的時(shí)空關(guān)系,詬病不斷,使其難以為繼;蘇聯(lián)衛(wèi)星上天引發(fā)的恐慌使美國(guó)人感到民族自信的脆弱是更根本的問(wèn)題。于是,中學(xué)歷史課程偏向要素主義,從內(nèi)容選擇看,榮耀美國(guó)是其最重要特征。從教學(xué)方法看,像史學(xué)家般的探究這一具有革命性的鼎新異軍突起。60年代末,民權(quán)運(yùn)動(dòng)高漲,多元文化在歷史課程中倍受推崇而風(fēng)靡;80年代初,面對(duì)世界多極化,相當(dāng)多的學(xué)者意識(shí)到這一做法不利美利堅(jiān)民族的凝聚或助長(zhǎng)"人文危機(jī)",是有損美國(guó)霸主地位的深層而長(zhǎng)遠(yuǎn)因素。于是,以多元文化為前提的美利堅(jiān)民族整體的文化素養(yǎng)成為最重要的課題和趨勢(shì),并推動(dòng)中學(xué)歷史課程成為國(guó)家核心課程�？v覽美國(guó)現(xiàn)代中學(xué)歷史課程百年嬗變,從進(jìn)步主義教育起步:在課程目標(biāo)上,從培養(yǎng)適應(yīng)、重建民主社會(huì)的公民到理性愛(ài)國(guó)、認(rèn)同美利堅(jiān)民族國(guó)家的公民;在課程內(nèi)容上,從知道和再現(xiàn)歷史真相轉(zhuǎn)向?qū)W會(huì)和著重歷史解釋;在教學(xué)方法上,從理解和接受前人成果走向以自主探究為主。或許,這就是美國(guó)中學(xué)歷史課程現(xiàn)代化歷程的主流。這一嬗變?cè)从诋?dāng)時(shí)世勢(shì)國(guó)情的風(fēng)云變幻,大體受制于不同社會(huì)群體對(duì)發(fā)展怎樣的未來(lái)公民,歷史課程與社會(huì)科之關(guān)系,歷史知識(shí)與歷史思維孰重孰輕等看法的爭(zhēng)論。其自由、鮮明與激烈有"文化戰(zhàn)爭(zhēng)"之喻。特朗普就任后,人們普遍感到濃烈的保守主義和重商主義的硝煙。文化教育政策尚未攤牌,但其競(jìng)選時(shí)的激烈言辭引人熱議。筆者以為,聯(lián)邦政府的投入可能降低,但不意味他的觀點(diǎn)和政策不對(duì)歷史等人文課程有所影響。另外,美國(guó)總統(tǒng)并非左右教育政策的決定因素,變數(shù)極大,過(guò)早預(yù)測(cè)不如靜觀其變,"韜光養(yǎng)晦、有所作為",在更廣闊的國(guó)際視野下建設(shè)中華民族偉大復(fù)興的中學(xué)歷史課程。
[Abstract]:Since the 1980s, many Chinese middle school history educators have taken the United States as a model when they talked about the modernization of middle school history curriculum. This relatively stubborn indoctrination style has epoch-making positive significance. It is a milestone leap compared with the cold war mentality. Most of them are based on individual cases, non-professional knowledge or individual comments, and many are not primitive historical materials. Therefore, at the present time of deepening the reform of Chinese middle school history curriculum with "core accomplishment" as a breakthrough, we should make a more complete and accurate understanding of it in a specific, specific historical and cultural background. Perspective is of great academic and practical significance. On the one hand, it is helpful for us to know and grasp the past and present life of American modern middle school history curriculum and prevent us from passing on our own life. On the other hand, it is possible to accurately distinguish and draw lessons from its experience so as not to learn from Handan. The history curriculum of American secondary schools can be traced back to the religious education imported from Europe in the colonial period and gained its independent academic status after the founding of the country. And textbooks, instructional design, teaching videos and other historical data found that: the modernization of history curriculum in American secondary schools lags far behind the industrialization process, the real turning point is only more than 100 years ago, during the turbulence, inheritance and expansion, until the end of the last century to highlight the nature of advanced design education. Thus, focusing on this topic, the late 19th century, the United States formed an elitist high school history curriculum; the spread of the "Industrial Civilization Syndrome" in the imperial era made civilian education a top priority. But the inertia of tradition and the satisfaction of Coolidge's prosperity faltered until the late 1920s when it became mainstream; the fear of the Great Depression transformed the style of history curricula in secondary schools from tradition to reformism that categorized and framed social realities. Yixun has become a hot topic, and the problem-oriented integration has disrupted the temporal and spatial relationship of history, making it difficult to sustain. The panic triggered by the Soviet satellite makes Americans feel vulnerable to national self-confidence is a more fundamental problem. Therefore, the history curriculum in secondary schools is biased towards essentialism. From the perspective of content selection, glorifying the United States is its most important feature. In the late 1960s, with the rise of the civil rights movement and the popularity of multiculturalism in history curricula, and in the early 1980s, facing the multipolarization of the world, a considerable number of scholars realized that this approach was not conducive to the cohesion of the American nation or contributed to the "human crisis". It is a deep and long-term factor that undermines the hegemonic position of the United States. Therefore, the cultural literacy of the American nation as a whole on the premise of multiculturalism becomes the most important topic and trend, and promotes the history curriculum in secondary schools to become the national core curriculum. In terms of curriculum content, from knowing and reproducing the truth of history to learning and emphasizing historical interpretation; in terms of teaching methods, from understanding and accepting predecessors'achievements to focusing on independent inquiry. The main stream of the course modernization, which originated from the changing circumstances of the times and countries, was largely controlled by the controversy among different social groups about the future citizenship of development, the relationship between history curriculum and social science, the importance of historical knowledge and historical thinking, etc. Its freedom, distinct and intense is the metaphor of "cultural war". After taking office, there has been a general feeling of strong conservatism and mercantilism. Cultural and educational policies have not yet been showdown, but the fierce rhetoric of the campaign has been controversial. The decisive factors of education policy are enormous, so it is better to predict them too early than to wait and see them change.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.51
本文編號(hào)：2190675
[Abstract]:Since the 1980s, many Chinese middle school history educators have taken the United States as a model when they talked about the modernization of middle school history curriculum. This relatively stubborn indoctrination style has epoch-making positive significance. It is a milestone leap compared with the cold war mentality. Most of them are based on individual cases, non-professional knowledge or individual comments, and many are not primitive historical materials. Therefore, at the present time of deepening the reform of Chinese middle school history curriculum with "core accomplishment" as a breakthrough, we should make a more complete and accurate understanding of it in a specific, specific historical and cultural background. Perspective is of great academic and practical significance. On the one hand, it is helpful for us to know and grasp the past and present life of American modern middle school history curriculum and prevent us from passing on our own life. On the other hand, it is possible to accurately distinguish and draw lessons from its experience so as not to learn from Handan. The history curriculum of American secondary schools can be traced back to the religious education imported from Europe in the colonial period and gained its independent academic status after the founding of the country. And textbooks, instructional design, teaching videos and other historical data found that: the modernization of history curriculum in American secondary schools lags far behind the industrialization process, the real turning point is only more than 100 years ago, during the turbulence, inheritance and expansion, until the end of the last century to highlight the nature of advanced design education. Thus, focusing on this topic, the late 19th century, the United States formed an elitist high school history curriculum; the spread of the "Industrial Civilization Syndrome" in the imperial era made civilian education a top priority. But the inertia of tradition and the satisfaction of Coolidge's prosperity faltered until the late 1920s when it became mainstream; the fear of the Great Depression transformed the style of history curricula in secondary schools from tradition to reformism that categorized and framed social realities. Yixun has become a hot topic, and the problem-oriented integration has disrupted the temporal and spatial relationship of history, making it difficult to sustain. The panic triggered by the Soviet satellite makes Americans feel vulnerable to national self-confidence is a more fundamental problem. Therefore, the history curriculum in secondary schools is biased towards essentialism. From the perspective of content selection, glorifying the United States is its most important feature. In the late 1960s, with the rise of the civil rights movement and the popularity of multiculturalism in history curricula, and in the early 1980s, facing the multipolarization of the world, a considerable number of scholars realized that this approach was not conducive to the cohesion of the American nation or contributed to the "human crisis". It is a deep and long-term factor that undermines the hegemonic position of the United States. Therefore, the cultural literacy of the American nation as a whole on the premise of multiculturalism becomes the most important topic and trend, and promotes the history curriculum in secondary schools to become the national core curriculum. In terms of curriculum content, from knowing and reproducing the truth of history to learning and emphasizing historical interpretation; in terms of teaching methods, from understanding and accepting predecessors'achievements to focusing on independent inquiry. The main stream of the course modernization, which originated from the changing circumstances of the times and countries, was largely controlled by the controversy among different social groups about the future citizenship of development, the relationship between history curriculum and social science, the importance of historical knowledge and historical thinking, etc. Its freedom, distinct and intense is the metaphor of "cultural war". After taking office, there has been a general feeling of strong conservatism and mercantilism. Cultural and educational policies have not yet been showdown, but the fierce rhetoric of the campaign has been controversial. The decisive factors of education policy are enormous, so it is better to predict them too early than to wait and see them change.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.51
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