初高中历史教科书衔接问题研究

发布时间：2018-03-08 20:44

本文选题：初高中历史教科书　切入点：衔接问题　出处：《河南师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：新课改以来,确立了新的中学历史教学体系和教育理念,为了改变初中讲一遍通史高中又讲一遍两个循环的结构,避免初高中知识简单的循环重复,高中历史课程的学习目标有了更高层次的要求,高中教科书编写也打破原有的编写体例和知识结构,发生重大变化。初高中历史教学如何过渡,教科书如何衔接,问题亟待解决。历史教科书在中学历史课程中地位重要,在历史教学中是“教”与“学”最为主要也是最基本的教学资源,也就是说,作为中学历史教学的主要依据的教科书,在中学历史教育资源中处于核心地位,其地位的重要性不容忽视,要解决教学衔接问题,正视教科书的衔接问题首当其冲。本文通过比较初、高中课程标准在课程目标、课程评价标准和课程设计思路的不同,以及初高中教科书内容选择、知识叙述深度和广度上的差异,分析初、高中历史教科书各自的地位及需要担负的任务、初高中历史课标的衔接,藉此探究分析历史教科书衔接现状,并给出作好衔接的建议。首先,初高中两个历史教学阶段,是一个整体,根据教育对象在年龄心理等方面有明显的区别,两个阶段的历史课程目标也有相应的差异存在,而作为一个整体的两个阶段,二者的衔接问题便是如何处理学生学习的连贯性与深入性的协调,这直接影响整个历史教学的整体目标。根据新课改以来的《全日制义务教育历史课程标准》(以下简称初中课标)和《普通高中历史课程标准》(以下简称高中课标)编写的初高中历史教科书,为满足不同的课程目标,在编写方式、内容选择、主题涉及的深度和广度等方面存在差异,教科书衔接问题至此产生了。尤其是对于“过渡期”的高一新生来说,教科书的衔接问题直接关系到他们对历史的学习兴趣和学习成果,无论是衔接过度还是脱节断层,都将不同程度地造成他们在高中历史学习上的困惑,影响他们深化和更高程度上对历史的把握。首先,本文分析了初高中历史教科书课程标准和内容的衔接现状,比较初高中课标的不同,又比较了初高中历史教科书需要承担的任务差异;第二章着重从编写体例、编写思想方面分析衔接问题出现的原因,接合我国传统史书编撰方法、港台及国外历史教科书编写经验,总结在处理衔接问题上的经验和教训,然后在编写体例、编写思想方面提出一些促进衔接的建议。最后,针对教学衔接问题的现状,呼吁初高中历史教师重视对教科书的研究,在日常教学中关注初高中历史教科书的衔接问题,并就如何应对提出意见建议。
[Abstract]:Since the new curriculum reform, a new middle school history teaching system and educational concept have been established. In order to change the structure of junior high school speaking over and over again in general history high school, and to avoid the simple cycle repetition of knowledge in middle and high schools, The high school history curriculum has a higher level of learning goals, and the compilation of high school textbooks has also broken the original style of writing and knowledge structure, and has undergone major changes. How to transition the history teaching in junior high school and how to link up the textbooks, The problem needs to be solved urgently. History textbooks play an important role in the history curriculum of middle schools. They are the most important and the most basic teaching resources in history teaching, that is, textbooks that are the main basis for history teaching in middle schools. In the middle school history education resource is in the core position, its position importance cannot be ignored, must solve the teaching connection question, faces squarely the textbook connection question first to bear the brunt. Through the comparison beginning, the high school curriculum standard is in the curriculum goal, The differences between curriculum evaluation standards and curriculum design ideas, as well as the differences in the content selection, the depth and breadth of knowledge narration, and the respective positions and tasks of junior high school history textbooks are analyzed. In order to explore and analyze the current situation of history textbook cohesion, and give some suggestions on how to link up well. First of all, the two stages of history teaching in middle and high schools are a whole. According to the obvious differences between the educational objects in the aspects of age, psychology, and so on, there are also corresponding differences in the objectives of the history curriculum in the two stages, and the two stages as a whole. The problem of the convergence of the two is how to deal with the coordination of coherence and depth of students' learning. This directly affects the overall goal of the whole history teaching. According to the "History Curriculum Standard of Full-time compulsory Education" (hereinafter referred to as "Junior Middle School Curriculum Standard") and the "ordinary Senior High School History Curriculum Standard" (hereinafter referred to as "Senior High School Curriculum Standard") since the new curriculum reform. (a history textbook for junior and senior high schools, In order to meet the different curriculum objectives, there are differences in the way of writing, the choice of content, the depth and breadth of topics, and so on. The problem of textbook cohesion has arisen here, especially for the freshmen in the "transition period". The problem of the cohesion of textbooks is directly related to their interest in learning history and their learning results. Whether it is excessive cohesion or disjointed fault, it will lead to their confusion in senior high school history learning to varying degrees. First of all, this paper analyzes the current situation of the convergence of curriculum standards and contents of junior high school history textbooks, and compares the differences between the junior high school curriculum standards and the senior middle school curriculum standards. The second chapter analyzes the reasons for the problem of cohesion from the aspects of writing style and writing ideas, and combines the traditional methods of compiling history books in our country, and compares the differences of tasks to be undertaken by middle and high school history textbooks. Hong Kong, RTHK and overseas history textbooks, summing up their experiences and lessons in dealing with the problem of cohesion, then putting forward some suggestions to promote cohesion in writing methods and ideas. Finally, in the light of the current situation of the problem of cohesion in teaching, It calls on middle and high school history teachers to pay attention to the study of textbooks, pay attention to the connection of middle and high school history textbooks in daily teaching, and put forward some suggestions on how to deal with them.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

【参考文献】