建国以来中小学历史教科书变迁的课程观因素

发布时间：2018-01-25 04:43

  本文关键词： 课程观 历史教科书 学生主体相关性 话语 内在理路　出处：《扬州大学》2015年硕士论文　论文类型：学位论文

【摘要】：教科书是传播人类文明、形塑社会主流价值观的文本媒介。中小学历史教科书作为历史知识的载体、育人的工具,体现了每个时代的教育价值诉求。所以,历史教科书的编写渗透着每一时期的课程观念。建国初期,在苏联课程观的影响下,草创时期的历史教科书在知识结构上承袭苏联知识框架、体系；同时,在思想上,着重从爱国主义、共产主义道德、劳动意识三方面突出新政权的阶级意志和政治诉求。这一时期的历史教科书采用最直观朴实的编纂方式实现了国家意志的统整和民众意识形态的规训。“教育革命”初期,历史教科书在体例上压缩教材篇幅,提升学习难度；内容方面受史学界“厚今薄古”思潮影响,错误地“打倒王朝体系”,编写呈现出“快”和“省”的“大跃进”风格。“文革”期间,政治宣传取代一切知识教育,这一时期的历史教科书形成了极具时代色彩的斗争话语。课本中遍布毛主席语录,极力营造一种红色的革命氛围。内容选择突出“阶级斗争”和“批林批孔”,大搞影射史学。这种“革命模式”的历史叙事不仅是历史教育的迷失,同时也是异化的思想宣传。改革开放后,在结构主义课程观的影响下,历史教科书的编纂又回归到教育话语的叙事模式。历史教科书编纂突出历史知识的形式结构和逻辑结构。教科书编写在学科基本结构、“螺旋式”设计、探究式学习三个方面颇下功夫。这种编写风格以构筑学科结构为核心,努力找寻知识领域中恒定的、具有普适性的公理与定则,使纷繁的知识信息得以简化,统整。但是,这种追求纯粹的科学理性影响了教科书的灵活性和可读性,同时也束缚了学生的思维。新课改以后,历史教科书的书写范式完成了蜕变,课本的知识内容丰富多元,不同学科间综合化程度进一步提升,知识组织与呈现由铺排陈设走向建构生成。新时代的历史教科书既吸纳了后现代课程观的思想精髓,也完成了由“教材”向“学材”的转型。六十多年来,课程观的取向经历了由关注知识客体向关注学生主体的演化。在不同课程观影响下,历史教科书中涉及的学生观和话语叙写模式也发生相应的变动。总体看来,历史教科书在知识的编选和话语的书写上呈现出两个明显的趋势：一是历史教科书编写与学生主体相关性程度由弱变强,二是历史教科书编写形成两种不同的书写话语——教育话语与政治话语,这两种话语在历史教科书中交替出现、相互博弈并且按照正态分布的趋势演化变动。这两个趋势既是历史教科书变化的表征,同时也是课程观影响历史教科书的路径和作用点。这两条路径交互影响、相辅相成,共同昭示了课程观影响历史教科书的内在机理,诠释了历史教科书演化变迁的脉络与轨迹。
[Abstract]:Textbooks are the text media to spread human civilization and shape the mainstream values of society. As a carrier of historical knowledge, primary and secondary school history textbooks, as a tool for educating people, reflect the educational value demands of each era. The compilation of history textbooks permeates the curriculum concept of each period. In the early days of the founding of the people's Republic of China, under the influence of the Soviet curriculum concept, the history textbooks of the early founding period inherited the knowledge framework and system of the Soviet Union in terms of their knowledge structure. At the same time, in the ideological, emphasis on patriotism, communist morality. The labor consciousness highlights the class will and political demands of the new regime in three aspects. The history textbooks of this period have realized the unification of the national will and the discipline of the popular ideology by adopting the most intuitive and simple way of compiling. " The early days of the educational revolution. The history textbook compresses the textbook space in the style, enhances the study difficulty; In terms of content, influenced by the trend of thought of "thick now and thin ancient" in the field of history, he mistakenly "knocked down the system of dynasties" and wrote "Great Leap forward" style of "fast" and "province". During the "Cultural Revolution". Political propaganda took the place of all knowledge and education, and the history textbooks of this period formed the struggle discourse with the color of the times. The textbooks were filled with the quotations of Chairman Mao. The content selection highlights "class struggle" and "criticizes the hole", and makes great efforts to insinuate historiography. This kind of historical narrative of "revolutionary mode" is not only the loss of history education. After reform and opening up, under the influence of structuralism curriculum view. The compilation of history textbooks returns to the narrative mode of educational discourse. The compilation of history textbooks highlights the formal and logical structure of historical knowledge. The compilation of textbooks is based on the basic structure of the subject and the "spiral" design. This writing style takes the construction of discipline structure as the core, and tries to find the constant and universal axioms and rules in the field of knowledge, which simplifies the complicated knowledge information. However, this pursuit of pure scientific rationality affects the flexibility and readability of the textbook, and also restrains the students' thinking. After the new curriculum reform, the writing paradigm of the history textbook has been transformed. The knowledge content of textbooks is rich and diverse, and the degree of integration among different subjects is further improved. Knowledge organization and presentation have evolved from layouts and furnishings to construction. The history textbooks of the new era have not only absorbed the thought essence of the postmodern curriculum view, but also completed the transformation from "teaching materials" to "learning materials" for more than 60 years. The orientation of curriculum concept has experienced the evolution from paying attention to the object of knowledge to paying attention to the subject of students. Under the influence of different curriculum views, the concept of students and the mode of discourse narration involved in history textbooks have also changed correspondingly. There are two obvious trends in the compilation and selection of knowledge and the writing of discourse in history textbooks. One is that the correlation between the compilation of history textbooks and students' subject has changed from weak to strong. Secondly, there are two kinds of writing discourses in history textbooks, educational discourse and political discourse, which appear alternately in history textbooks. These two trends are not only the representation of the change of history textbook, but also the path and application point of curriculum view influencing history textbook. These two paths interact with each other. Mutually reinforcing, it reveals the internal mechanism of curriculum concept influencing history textbooks, and explains the evolution and evolution of history textbooks.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51
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本文编号：1462016