建国初期（1949-1957）我国高中历史教学的实践探析
发布时间：2018-08-17 15:22
【摘要】：1949年,新中国的成立使我国的学校教育建设进入一个新的历史时期,但是当时我国受到诸多条件的限制,缺乏进行文化教育领域的高中历史教学改革的能力。而当时支持我们国家建设的苏联为创建以马克思列宁主义为指导的新文化、新教育,进行了艰苦的探索,并积累了大量的经验,这样,建国初期我国高中历史教学的探索便全面向苏联学习了。于是,在中共中央的倡导下,苏联的高中历史教学理论书籍被大量翻译出版,苏联的高中历史教学模式被引进推广,全国各地高级中学学习苏联历史教学经验和方法的活动陆续展开。在此背景下,教育部在充分考虑到我国的教育实际,参考苏联高中历史教学大纲,经过几年的探索,于1956年正式颁布《高级中学世界近现代史教学大纲》和《高级中学中国历史教学大纲》,在1957年颁布《高级中学中国历史教学大纲(近代史部分)》,作为高中中国史教学大纲的补充。这套高中历史教学大纲的实施对我国当时的高中历史教学走向规范化的道路起到了很大的作用,适应了新中国高中历史教学转变的需要。与此同时,我国也开始了高中历史教科书的编写,由于条件的限制,从1949年到1952年我国的高中历史教科书是基于我国历史专著,并参考苏联高中历史教科书的编写体系进行的改编;1952年以后人教社开始进行高中历史教科书的自主编写,在短短两年的时间里人教社确实也编写了较为科学的高中历史教科书。从1954年开始,人教社便开始完善高中历史教科书,伴随着1956年高中历史教学大纲的颁布实施,在1957年,基于教学大纲编写的高中历史教科书基本完成,这就为我国以后高中历史教科书的编写奠定了基础。教学大纲是模仿苏联制定的,教科书也是参照苏联教材体系编写的,这样基于教学大纲和教科书的历史教学方法的也是以苏联的历史教学经验和教学模式来进行探索的。在探索中,高中历史教学方法由出现并逐步完善,虽然曲折,但是也在向前发展,从1953年以后,我国高中历史教学方法开始出现自己的特色,这便也为以后高中历史教学方法的发展打下了基础。总之,建国初期我国高中历史教学在向苏联学习和交流过程中,虽然存在一些不足,但是我国的高中历史教学毕竟走向了规范化的道路,很大程度上促进了建国初期我国高中历史教学质量的提高。
[Abstract]:In 1949, the establishment of new China made the construction of school education in our country enter a new historical period, but at that time, our country was restricted by many conditions and lacked the ability to reform the history teaching in high school in the field of culture and education. In order to create a new culture and new education guided by Marxism-Leninism, the Soviet Union, which supported our national construction at that time, made painstaking explorations and accumulated a great deal of experience. In the early days of the founding of the people's Republic of China, the exploration of history teaching in senior high schools in our country learned from Soviet Union. As a result, under the initiative of the CPC Central Committee, the Soviet Union's senior high school history teaching theory books were translated and published in large numbers, and the Soviet high school history teaching model was introduced and popularized. High schools throughout the country to learn Soviet history teaching experience and methods of activities began one after another. In this context, the Ministry of Education, taking fully into account the reality of education in our country and referring to the history syllabus of the Soviet Union's senior high schools, has been exploring for several years. In 1956, the syllabus of World Modern History in Senior Middle School and the syllabus of Chinese History in Senior Middle School were formally promulgated. In 1957, the syllabus of Chinese History Teaching in Senior Middle School (part of Modern History) was promulgated, as a high history of China. A supplement to the syllabus. The implementation of this set of senior high school history teaching syllabus has played a great role in our country's senior high school history teaching towards the road of standardization at that time, and adapted to the needs of the transformation of high school history teaching in New China. At the same time, our country has also started the compilation of senior high school history textbooks. Due to the constraints of conditions, our senior high school history textbooks from 1949 to 1952 were based on our history monographs. It also refers to the adaptation of the compilation system of high school history textbooks in the Soviet Union. After 1952, the personnel education association began to compile the high school history textbooks independently, and in a short period of two years, it did compile more scientific high school history textbooks. Since 1954, the people's Education Society has begun to perfect the senior high school history textbooks. With the promulgation and implementation of the 1956 senior high school history syllabus, in 1957, the senior high school history textbooks based on the syllabus were basically completed. This has laid a foundation for the compilation of senior high school history textbooks in China. The syllabus is modelled on the Soviet Union, and the textbooks are compiled in reference to the Soviet textbook system. Thus, the history teaching methods based on the syllabus and textbooks are also explored through the Soviet Union's history teaching experience and teaching model. In the course of exploration, the teaching method of history in senior high school has been improved gradually, although it is tortuous, it is also developing forward. After 1953, the teaching method of history in senior high school in our country began to have its own characteristics. This also laid a foundation for the development of history teaching methods in senior high school. In short, in the early years of the founding of the people's Republic of China, in the course of learning and communicating from the Soviet Union, although there were some shortcomings in our senior high school history teaching, after all, our senior high school history teaching moved towards the road of standardization. To a great extent, it promoted the improvement of high school history teaching quality in the early days of the founding of the people's Republic of China.
【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
[Abstract]:In 1949, the establishment of new China made the construction of school education in our country enter a new historical period, but at that time, our country was restricted by many conditions and lacked the ability to reform the history teaching in high school in the field of culture and education. In order to create a new culture and new education guided by Marxism-Leninism, the Soviet Union, which supported our national construction at that time, made painstaking explorations and accumulated a great deal of experience. In the early days of the founding of the people's Republic of China, the exploration of history teaching in senior high schools in our country learned from Soviet Union. As a result, under the initiative of the CPC Central Committee, the Soviet Union's senior high school history teaching theory books were translated and published in large numbers, and the Soviet high school history teaching model was introduced and popularized. High schools throughout the country to learn Soviet history teaching experience and methods of activities began one after another. In this context, the Ministry of Education, taking fully into account the reality of education in our country and referring to the history syllabus of the Soviet Union's senior high schools, has been exploring for several years. In 1956, the syllabus of World Modern History in Senior Middle School and the syllabus of Chinese History in Senior Middle School were formally promulgated. In 1957, the syllabus of Chinese History Teaching in Senior Middle School (part of Modern History) was promulgated, as a high history of China. A supplement to the syllabus. The implementation of this set of senior high school history teaching syllabus has played a great role in our country's senior high school history teaching towards the road of standardization at that time, and adapted to the needs of the transformation of high school history teaching in New China. At the same time, our country has also started the compilation of senior high school history textbooks. Due to the constraints of conditions, our senior high school history textbooks from 1949 to 1952 were based on our history monographs. It also refers to the adaptation of the compilation system of high school history textbooks in the Soviet Union. After 1952, the personnel education association began to compile the high school history textbooks independently, and in a short period of two years, it did compile more scientific high school history textbooks. Since 1954, the people's Education Society has begun to perfect the senior high school history textbooks. With the promulgation and implementation of the 1956 senior high school history syllabus, in 1957, the senior high school history textbooks based on the syllabus were basically completed. This has laid a foundation for the compilation of senior high school history textbooks in China. The syllabus is modelled on the Soviet Union, and the textbooks are compiled in reference to the Soviet textbook system. Thus, the history teaching methods based on the syllabus and textbooks are also explored through the Soviet Union's history teaching experience and teaching model. In the course of exploration, the teaching method of history in senior high school has been improved gradually, although it is tortuous, it is also developing forward. After 1953, the teaching method of history in senior high school in our country began to have its own characteristics. This also laid a foundation for the development of history teaching methods in senior high school. In short, in the early years of the founding of the people's Republic of China, in the course of learning and communicating from the Soviet Union, although there were some shortcomings in our senior high school history teaching, after all, our senior high school history teaching moved towards the road of standardization. To a great extent, it promoted the improvement of high school history teaching quality in the early days of the founding of the people's Republic of China.
【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
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