朝鲜族中学历史课程演变研究

发布时间：2018-01-05 16:10

本文关键词：朝鲜族中学历史课程演变研究　出处：《延边大学》2015年硕士论文　论文类型：学位论文

【摘要】：在中学课程体系中,历史课程起着借鉴与教化、吸收与传承文化的功能。朝鲜族中学的历史课程自20世纪初近代私立学校的兴起,演变到至今已有百余年的历史。了解朝鲜族中学历史课程演变的历程,有助于从纵向角度透视历史课程改革的背景,找出其中的不足,以深化历史课程改革,为历史课程理论的发展提供建议。目前国内外有关朝鲜族中学历史课程的研究,主要是针对某一时期历史课程设置、教材等方面的研究,缺少对历史课程演变历程的梳理及对课程目标、课程内容的具体分析,这为本论题的研究提供了空间。本文采用文献法、历史法、比较法、访谈法等研究方法,从课程计划、课程标准层次探查朝鲜族中学各时期历史课程的演变历史,总结朝鲜族中学历史课程演变的规律,并从影响课程的三要素即社会、知识、学生进行背景分析,得出如下结论。(1)纵观历史课程演变的脉络发现,社会的政治经济制度与意识形态影响着历史课程的改革,史学理论和课程理论的变化影响着历史课程的改革,学生的身心发展水平、规律和需求制约着历史课程的改革。历史课程的演变再次证明了课程改革的“钟摆”现象,即朝鲜族中学历史课程的价值取向经历了社会本位→知识本位→兼顾社会、知识、学生本位的演变过程。(2)教育目的是课程目标设计的总方向,课程目标又是课程内容选择和确定的依据,三者具有环环相扣紧密的联系。纵观历史课程演变的规律可以看出,各时期课程内容的选择遵循了课程目标的要求,课程目标又服务于国家的教育目的。(3)各时期的课程内容基本遵循了课程内容选择的原则,体现了课程目标的要求、学生的特点、内容的基础性和实用性。清末民初时期的课程内容体现了民族启蒙教育运动的宗旨,解放战争时期的课程内容满足了培养学生革命意识的目标,社会主义时期的课程内容加强了与社会、学生经验的联系。而东北沦陷时期由于受到日本殖民主义奴化教育的影响,课程内容体现了日本的殖民主义史观,违背了课程内容选择的原则。通过回顾与分析朝鲜族中学历史课程演变的历程,得出如下启示：(1)朝鲜族中学历史课程的发展要兼顾社会、知识、学生三要素。(2)基于国家三级课程的要求与传承民族历史文化的育人目标,应大力开发朝鲜族中学的历史校本课程。
[Abstract]:In the middle school curriculum system, the history curriculum plays the function of reference and enlightenment, absorbing and inheriting culture. The history course of Korean middle school has been rising since the beginning of 20th century and modern private school. To understand the history of history curriculum evolution in Korean middle schools is helpful to perspective the background of history curriculum reform from a vertical perspective and find out the deficiencies in it in order to deepen the history curriculum reform. To provide suggestions for the development of history curriculum theory. At present, at home and abroad on the history of Korean secondary school curriculum research, mainly aimed at a certain period of history curriculum setup, teaching materials and other aspects of research. Lack of the history of the evolution of the course and the curriculum objectives, curriculum content specific analysis, which provides a space for the study of this topic. This paper uses the literature method, historical method, comparative method, interview method and other research methods. From the curriculum planning, curriculum standard level to explore the history of history curriculum evolution history of Korean middle schools, summed up the history curriculum evolution law, and from the impact of the curriculum from the three elements of society, knowledge. The student carries on the background analysis, draws the following conclusion. 1) looking at the history curriculum evolution, finds that the social political economy system and the ideology influence the history curriculum reform. The changes of history theory and curriculum theory affect the reform of history curriculum and the level of students' physical and mental development. The evolution of history curriculum proves once again the phenomenon of "pendulum" in curriculum reform, that is, the value orientation of Korean history curriculum has experienced social standard. 鈫扠nowledge standard. 鈫扵he aim of education is the general direction of curriculum objective design, and the curriculum goal is the basis for the selection and determination of curriculum content. The three are closely related to each other. Looking at the law of the evolution of historical curriculum, we can see that the choice of curriculum content in each period follows the requirements of curriculum objectives. Curriculum objectives also serve the country's educational objectives. 3) the curriculum contents in each period basically follow the principle of curriculum content selection, reflecting the requirements of the curriculum objectives and the characteristics of students. The course content of the late Qing Dynasty and the beginning of the Republic of China embodies the purpose of the national enlightenment education movement, and the curriculum content of the liberation war period meets the goal of cultivating students' revolutionary consciousness. The contents of the curriculum during the socialist period strengthened the connection with the society and the students' experience, while the Japanese colonial enslavement education influenced the northeast enemy-occupied period, which embodied Japan's historical view of colonialism. Through reviewing and analyzing the evolution of history curriculum of Korean middle school, the author draws the following enlightenment: 1) the development of history curriculum of Korean middle school should take into account the society and knowledge. Based on the requirements of the national three-level curriculum and the educational goal of inheriting the national history and culture, students should vigorously develop the history school-based curriculum in Korean middle schools.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

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