高中歷史教學(xué)中的文化認(rèn)同教育
發(fā)布時間：2019-03-11 12:04
【摘要】：中國傳統(tǒng)文化作為維護(hù)國家和平統(tǒng)一必不可少的軟實(shí)力,在五千多年的發(fā)展歷程中,已經(jīng)深深烙印在中華兒女的意識和行為規(guī)范中,是國家繁榮富強(qiáng)必不可少的重要支撐力量。在全球化浪潮以及世界多元化的滲透過程中,對傳統(tǒng)文化的認(rèn)同面臨著危機(jī),在高中生群體中表現(xiàn)的尤為明顯,因此,加強(qiáng)高中生的文化認(rèn)同感教育勢在必行。高中歷史課程中的教學(xué)目標(biāo)、教學(xué)內(nèi)容與傳統(tǒng)文化緊密相聯(lián),承擔(dān)著更多的傳統(tǒng)文化的教育重任,在高中歷史教學(xué)中加強(qiáng)學(xué)生的文化認(rèn)同感更具有針對性。本文主要從高中歷史教學(xué)的角度對培養(yǎng)學(xué)生的文化認(rèn)同感的路徑做出探析,調(diào)查分析了山東省臨沂市臨港一中學(xué)生的文化認(rèn)同情況:有的學(xué)生盡管認(rèn)識到學(xué)習(xí)中國傳統(tǒng)文化的必要性,但是僅僅停留在學(xué)習(xí)知識的表面;歷史教師盡管認(rèn)識到歷史課堂是培養(yǎng)學(xué)生文化認(rèn)同感的主要陣地,但是存在著文化認(rèn)同意識淡薄、教學(xué)方法死板、教學(xué)內(nèi)容固定等弊端。針對存在的問題,本文分別從學(xué)生自身、教師、教材、教學(xué)方法以及社會資源的開發(fā)這五個方面進(jìn)行分析,針對相關(guān)問題提出相應(yīng)的建議與對策。本論文對高中歷史教材進(jìn)行了系統(tǒng)的分析,以歷史教材岳麓版必修III為例,對不同的教學(xué)內(nèi)容中蘊(yùn)含的文化認(rèn)同因素進(jìn)行挖掘并且進(jìn)行歸納分析整理。提出了高中歷史教學(xué)中文化認(rèn)同教育的策略,如激發(fā)學(xué)生的文化認(rèn)同意識、加強(qiáng)歷史教師的文化認(rèn)同觀念、革新歷史教育教學(xué)方法、開發(fā)和利用豐富的社會資源等,并通過具體教學(xué)案例,探討了在高中歷史教學(xué)中進(jìn)行文化認(rèn)同教育的重要性和具體操作方法。
[Abstract]:Chinese traditional culture, as an indispensable soft power for safeguarding the peaceful reunification of the country, has been deeply imprinted in the consciousness and behavioral norms of the Chinese sons and daughters in the course of development for more than 5,000 years, and is an essential supporting force for the prosperity and strength of the country. In the process of globalization and the infiltration of diversity in the world, the identity of traditional culture is facing a crisis, especially in the group of senior high school students. Therefore, it is imperative to strengthen the education of cultural identity of senior high school students. The teaching objectives and contents of the history curriculum in senior high school are closely related to the traditional culture, bearing more important educational responsibilities of the traditional culture, and strengthening the students' sense of cultural identity in the history teaching of the senior high school is more targeted. From the perspective of history teaching in senior high school, this paper explores the ways to cultivate students' sense of cultural identity. This paper investigates and analyzes the cultural identity of the students of Lingang No. 1 Middle School in Linyi City, Shandong Province. Some students, although aware of the necessity of learning Chinese traditional culture, only stay on the surface of learning knowledge; History teachers realize that history classroom is the main position to cultivate students' cultural identity, but there are some drawbacks such as weak cultural identity consciousness, rigid teaching methods and fixed teaching contents. In view of the existing problems, this paper analyzes the five aspects of students themselves, teachers, textbooks, teaching methods and the development of social resources, and puts forward corresponding suggestions and countermeasures for the related problems. This paper makes a systematic analysis of the history textbooks of senior high schools. Taking the compulsory III of the Yuelu edition of the history textbooks as an example, this paper excavates the cultural identity factors contained in different teaching contents and summarizes and analyzes them. This paper puts forward the strategies of cultural identity education in history teaching in senior high school, such as arousing students' cultural identity consciousness, strengthening the cultural identity concept of history teachers, reforming the teaching methods of history education, developing and utilizing abundant social resources, and so on. Through concrete teaching cases, this paper discusses the importance and concrete operation methods of cultural identity education in history teaching of senior high school.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.51
[Abstract]:Chinese traditional culture, as an indispensable soft power for safeguarding the peaceful reunification of the country, has been deeply imprinted in the consciousness and behavioral norms of the Chinese sons and daughters in the course of development for more than 5,000 years, and is an essential supporting force for the prosperity and strength of the country. In the process of globalization and the infiltration of diversity in the world, the identity of traditional culture is facing a crisis, especially in the group of senior high school students. Therefore, it is imperative to strengthen the education of cultural identity of senior high school students. The teaching objectives and contents of the history curriculum in senior high school are closely related to the traditional culture, bearing more important educational responsibilities of the traditional culture, and strengthening the students' sense of cultural identity in the history teaching of the senior high school is more targeted. From the perspective of history teaching in senior high school, this paper explores the ways to cultivate students' sense of cultural identity. This paper investigates and analyzes the cultural identity of the students of Lingang No. 1 Middle School in Linyi City, Shandong Province. Some students, although aware of the necessity of learning Chinese traditional culture, only stay on the surface of learning knowledge; History teachers realize that history classroom is the main position to cultivate students' cultural identity, but there are some drawbacks such as weak cultural identity consciousness, rigid teaching methods and fixed teaching contents. In view of the existing problems, this paper analyzes the five aspects of students themselves, teachers, textbooks, teaching methods and the development of social resources, and puts forward corresponding suggestions and countermeasures for the related problems. This paper makes a systematic analysis of the history textbooks of senior high schools. Taking the compulsory III of the Yuelu edition of the history textbooks as an example, this paper excavates the cultural identity factors contained in different teaching contents and summarizes and analyzes them. This paper puts forward the strategies of cultural identity education in history teaching in senior high school, such as arousing students' cultural identity consciousness, strengthening the cultural identity concept of history teachers, reforming the teaching methods of history education, developing and utilizing abundant social resources, and so on. Through concrete teaching cases, this paper discusses the importance and concrete operation methods of cultural identity education in history teaching of senior high school.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.51
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