21世纪以来中美高中历史课程实施的核心要素比较

发布时间：2018-03-27 15:01

本文选题：21世纪以来　切入点：中美高中历史课程实施　出处：《四川师范大学》2015年硕士论文

【摘要】：随着高中历史教育改革的不断深入,国内学者和一线教师在总结升华本国历史教育经验的同时,也需要积极吸收他国的经验。本文选取最具有代表性的美国历史课程作为比较对象,从课程论的角度选取课程目标、课程内容、课程实施方法、课程评价四个核心要素对中美历史课程进行比较,希望取得他山石玉之效用,为我国高中历史课程改革提供借鉴。本研究共分为五个部分:第一部分:绪论。对中国和美国的历史课程实施现状进行研究分析,确定比较的四个维度,为本次研究指引方向。第二部分:探讨了高中历史课程实施的核心要素。首先通过对中美历史课程的分析,将课程实施的核心要素比较集中在上述四大要素上,继而分别论述这四者在课程实施的重要性以及相互间的联系。第三部分:对中美高中历史课程实施的核心要素进行对比分析。首先,对中美两国高中历史课程目标进行比较分析,主要对两国高中历史课程目标中知识目标、能力目标和情感目标三个层次进行详细的分析与对比,解决“为何而教”的问题。其次,承接第一部分,一旦确立了课程目标,就要为其实现选取相应的课程内容作为下一步教学工作实施的载体。课程内容的选择是否适当,直接关系到教学任务的完成与否,至关重要。所以这一部分集中论述中美两国历史课程在内容选择上的差异,解决“教什么”的问题。再次,对中美两国高中历史课程实施方法进行比较,重点介绍了美国的发现学习模式以及美国常用的历史课程实施方法:做历史、角色扮演,解决“怎么教”的问题。最后,论述了中美高中历史课程评价中的历史作业在题型、设计思路和命题技巧上存在的差异,接着找出造成这些差距的根源在于对历史作业功能认知的不同,最后从学生“自主学习”的角度出发,本着“以学生为主体”的原则,探讨历史课程实施效果“如何评价”的问题。第四部分:结论。通过对上述中美高中历史课程实施的四大核心要素的比较,总结出美国历史课程实施的先进经验,并且结合我国自身的优势,为我国高中历史课程改革提出具体可行的建议。第五部分:结语。整体概括本次研究的内容,提出一些值得进一步研究的问题,为后人的研究提供借鉴。
[Abstract]:With the deepening of the history education reform in senior high school, domestic scholars and first-line teachers are summing up and sublimating their own history education experience at the same time. This paper selects the most representative American history curriculum as the comparative object, selects the curriculum goal, the curriculum content, the curriculum implementation method from the curriculum theory angle, also needs to absorb the experience of other countries actively. The four core elements of curriculum evaluation compare the history curriculum between China and the United States in the hope of achieving the utility of his stone and mountain jade. This study is divided into five parts: the first part: introduction. This paper analyzes the current situation of the implementation of history curriculum in China and the United States, and determines the four dimensions of comparison. The second part discusses the core elements of the implementation of the history curriculum in senior high school. Firstly, through the analysis of the history curriculum between China and the United States, the core elements of the curriculum implementation are concentrated on the above four elements. The third part: a comparative analysis of the core elements of the implementation of senior high school history curriculum in China and the United States. This paper makes a comparative analysis on the curriculum objectives of senior high school history between China and the United States, mainly on the three levels of knowledge goal, ability goal and emotion goal in the history curriculum goal of high school in the two countries, and makes a detailed analysis and comparison between them. To solve the problem of "why to teach". Secondly, to accept the first part, once the curriculum goal has been established, it is necessary to select the corresponding curriculum content for its realization as the carrier of the next teaching work, and whether the choice of the curriculum content is appropriate, It is directly related to the completion of the teaching task. Therefore, this part focuses on the differences in content selection between China and the United States, and solves the problem of "what to teach". Again, This paper compares the methods of implementation of history curriculum in senior high schools between China and the United States, and focuses on the discovery learning model in the United States and the methods commonly used in the implementation of history courses in the United States: doing history, playing roles, and solving the problem of "how to teach". This paper discusses the differences in question types, design ideas and propositional skills of history assignments in the evaluation of history curriculum in Chinese and American senior high schools, and then finds out that the root cause of these differences lies in the different cognition of the function of historical assignments. Finally, from the perspective of students'"independent learning", and based on the principle of "taking students as the main body", The fourth part: conclusion. By comparing the four core elements of the implementation of history curriculum between China and the United States, the author summarizes the advanced experience in the implementation of history curriculum in the United States. And combined with our own advantages, for our senior high school history curriculum reform specific and feasible suggestions. Part five: conclusion. The whole summary of the contents of this study, put forward some issues worthy of further study, To provide reference for future research.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

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