郑鹤声中学历史教育思想研究

发布时间：2018-02-24 10:12

本文关键词： 郑鹤声中学历史教育民族主义民国　出处：《河南大学》2015年硕士论文　论文类型：学位论文

【摘要】：郑鹤声是中国现当代著名历史学家,治学数十载,博闻强识,覃思著述,不仅广泛涉猎史学史、文献学、中西交通史及民族史等重要领域,且在历史教学方面也兴趣浓厚,见解独特,发人深省。20世纪30-40年代,在建构现代民族国家的政治环境下,历史教育成为发扬民族主义的重要一环。同时,在中西文化碰撞交融之际,鲁滨逊新史学的引入与传播,也对中国的历史教育观产生了重要影响。以郑鹤声为代表的学人群体,广泛宣扬历史对现实的关照,积极投身于中小学历史教育改革,营造了一个历史教育救国的学界环境。在此基础上,郑鹤声以新史学为依托,立足于教学实际,对中学历史教育作了全方面、多维度的考察。他认为,由个人展开的对社会、国家及世界的认识,最终都要落脚于发扬民族主义,建构民族国家的最终教育目标；历史教师在明确角色定位的基础上,要有思想品德、史学素养和教学能力兼备的专业素质；历史教学方法要因时制宜,用多元化的教学方法打造高效的历史课堂；历史科必须谋求设备的完善,用文本设备和实物设备贯通课堂内外；历史教材是历史教学目标和价值的承载,因而历史教材的选择、支配和编纂都要紧密围绕民族主义这一主题展开；以历史考试为主的学业评价,要突破传统教学的藩篱,从试题、形式和评价标准方面加以改良。总的来说,郑鹤声的教育思想实现了时代性、全面性、科学性和开放性的统一,最终形成了一个民族国家本位的中学历史教育思想体系。郑鹤声用教育这一媒介,把历史研究与现实问题联系起来,建立起紧密的互动。这不仅是他关于社会责任感和使命感的个人担当,也是民国时期众多史家们汲汲切切的共同关怀。虽然他对中学历史教育的研究在教育理论视角方面存在不足,但他的探讨和思考是站在时代前沿的,符合时代要求和教育规律,促进了中学历史教学法体系的本土化,也为今天的中学历史教育改革提供了借鉴。
[Abstract]:Zheng Hesheng is a famous historian of modern and contemporary China. He has been studying for dozens of years, has learned extensively and has written by Qin Si. He not only extensively dabbles in the history of historiography, philology, traffic history of China and the West, and national history, but also has a strong interest in history teaching. In the 30-40 's of the 20th century, under the political environment of constructing a modern nation-state, history education became an important link to carry forward nationalism. At the same time, at the same time, at the same time, when the Chinese and the Western cultures collided with each other, The introduction and dissemination of Robinson's new historiography also had an important impact on China's historical education outlook. The academic group represented by Zheng Hesheng widely advocated the care of history to the reality and actively participated in the reform of history education in primary and secondary schools. On the basis of this, Zheng Hesheng, relying on the new historiography, based on the teaching practice, made a comprehensive, multi-dimensional investigation of the history education in middle schools. The understanding of the country and the world should ultimately be based on developing nationalism and constructing the ultimate educational goal of the nation-state, on the basis of defining the role of history teachers, they should have the professional qualities of ideological and moral character, historiography accomplishment and teaching ability. The history teaching methods should be adapted to the situation of the times and use diversified teaching methods to create an efficient history classroom, and the history course must seek for the perfection of the equipment and use the text equipment and the physical equipment to run through the classroom and out of the classroom. History teaching material is the bearing of history teaching goal and value, so the choice, domination and compilation of history teaching material should be carried out closely around the theme of nationalism, and the academic evaluation based on history examination should break through the barriers of traditional teaching. In general, Zheng Hesheng's educational thought realized the unity of the times, comprehensiveness, science and openness. In the end, a nation-state oriented ideological system of history education in middle schools was formed. Zheng Hesheng used education as a medium to link historical research with practical problems. Build up close interaction. It's not just his personal responsibility for social responsibility and mission. It is also the common concern of many historians in the period of the Republic of China. Although his research on the history education in middle school is deficient in the angle of view of educational theory, his discussion and thinking are at the forefront of the times and accord with the requirements of the times and the laws of education. It promotes the localization of history teaching method system in middle school and provides reference for the history education reform in middle school today.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

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