美国现代中学历史课程嬗变研究
发布时间：2018-08-18 21:05
【摘要】：上世纪80年代以来,我国中学历史教育界不少学者在谈到中学历史课程现代化问题时,往往以美国为一种范本。这相对顽固弥久的灌输式、"背多分"而言,有划时代的积极意义。比起冷战思维下的一概拒之门外,更是里程碑式的飞跃。但细究起来,大多以个案、非专业见闻或个别述评为依据,不少还是非原始史料。因此,在当前我国中学历史课程以"核心素养"为突破口深化改革之际,去粗取精、返璞归真,在特定的、具体的历史、文化背景下对其做更为完整、准确的了解、梳理和透视就有了非常重要的学术和实践意义。一方面,有利于我们知晓与把握美国现代中学历史课程的前世今生,防止以己度人;另一方面,才可能对其经验、教训准确甄别借鉴,以免邯郸学步。这就是史学界常说的,史学是今人与古人从"是什么"到"为什么"永无止境的对话。美国中学历史课程可追溯到殖民地时期从欧洲舶来的宗教教育,立国后才取得独立的学科地位。起初,笔者试图以此为起点通观至今。然而,搜集、长编与美国中学历史课程有关的重要文献、报告、期刊、报刊,及教科书、教学设计、教学录像等史料后发现:美国中学历史课程的现代化远落后于工业化进程,真正的转折点距今才百余年,期间风云际会、一波三折、继承拓展,直至上世纪末期才突出了超前设计的教育本性。从研究方法与策略看,研究这段历史也更有从典型形态切入的意义。于是,聚焦本课题。19世纪末,美国形成了精英主义的中学历史课程;帝国时代"工业文明综合症"的蔓延使平民教育成为当务之重。在进步主义浪潮的强烈推动下,历史课程被纳入社会科,培养具有"社会效率"的"优秀公民"。然而,传统的惯性和"柯立芝繁荣"的满足使其踟蹰、蹒跚,直到20世纪20年代后期才成为主流;"大萧条"的灭顶之忧使中学历史课程的体例一改传统,变为以社会现实问题归类和框架的改造主义。二战爆发后,爱国主义迅疾成为热点,加上问题式的统整打乱了历史的时空关系,诟病不断,使其难以为继;苏联卫星上天引发的恐慌使美国人感到民族自信的脆弱是更根本的问题。于是,中学历史课程偏向要素主义,从内容选择看,荣耀美国是其最重要特征。从教学方法看,像史学家般的探究这一具有革命性的鼎新异军突起。60年代末,民权运动高涨,多元文化在历史课程中倍受推崇而风靡;80年代初,面对世界多极化,相当多的学者意识到这一做法不利美利坚民族的凝聚或助长"人文危机",是有损美国霸主地位的深层而长远因素。于是,以多元文化为前提的美利坚民族整体的文化素养成为最重要的课题和趋势,并推动中学历史课程成为国家核心课程。纵览美国现代中学历史课程百年嬗变,从进步主义教育起步:在课程目标上,从培养适应、重建民主社会的公民到理性爱国、认同美利坚民族国家的公民;在课程内容上,从知道和再现历史真相转向学会和着重历史解释;在教学方法上,从理解和接受前人成果走向以自主探究为主。或许,这就是美国中学历史课程现代化历程的主流。这一嬗变源于当时世势国情的风云变幻,大体受制于不同社会群体对发展怎样的未来公民,历史课程与社会科之关系,历史知识与历史思维孰重孰轻等看法的争论。其自由、鲜明与激烈有"文化战争"之喻。特朗普就任后,人们普遍感到浓烈的保守主义和重商主义的硝烟。文化教育政策尚未摊牌,但其竞选时的激烈言辞引人热议。笔者以为,联邦政府的投入可能降低,但不意味他的观点和政策不对历史等人文课程有所影响。另外,美国总统并非左右教育政策的决定因素,变数极大,过早预测不如静观其变,"韬光养晦、有所作为",在更广阔的国际视野下建设中华民族伟大复兴的中学历史课程。
[Abstract]:Since the 1980s, many Chinese middle school history educators have taken the United States as a model when they talked about the modernization of middle school history curriculum. This relatively stubborn indoctrination style has epoch-making positive significance. It is a milestone leap compared with the cold war mentality. Most of them are based on individual cases, non-professional knowledge or individual comments, and many are not primitive historical materials. Therefore, at the present time of deepening the reform of Chinese middle school history curriculum with "core accomplishment" as a breakthrough, we should make a more complete and accurate understanding of it in a specific, specific historical and cultural background. Perspective is of great academic and practical significance. On the one hand, it is helpful for us to know and grasp the past and present life of American modern middle school history curriculum and prevent us from passing on our own life. On the other hand, it is possible to accurately distinguish and draw lessons from its experience so as not to learn from Handan. The history curriculum of American secondary schools can be traced back to the religious education imported from Europe in the colonial period and gained its independent academic status after the founding of the country. And textbooks, instructional design, teaching videos and other historical data found that: the modernization of history curriculum in American secondary schools lags far behind the industrialization process, the real turning point is only more than 100 years ago, during the turbulence, inheritance and expansion, until the end of the last century to highlight the nature of advanced design education. Thus, focusing on this topic, the late 19th century, the United States formed an elitist high school history curriculum; the spread of the "Industrial Civilization Syndrome" in the imperial era made civilian education a top priority. But the inertia of tradition and the satisfaction of Coolidge's prosperity faltered until the late 1920s when it became mainstream; the fear of the Great Depression transformed the style of history curricula in secondary schools from tradition to reformism that categorized and framed social realities. Yixun has become a hot topic, and the problem-oriented integration has disrupted the temporal and spatial relationship of history, making it difficult to sustain. The panic triggered by the Soviet satellite makes Americans feel vulnerable to national self-confidence is a more fundamental problem. Therefore, the history curriculum in secondary schools is biased towards essentialism. From the perspective of content selection, glorifying the United States is its most important feature. In the late 1960s, with the rise of the civil rights movement and the popularity of multiculturalism in history curricula, and in the early 1980s, facing the multipolarization of the world, a considerable number of scholars realized that this approach was not conducive to the cohesion of the American nation or contributed to the "human crisis". It is a deep and long-term factor that undermines the hegemonic position of the United States. Therefore, the cultural literacy of the American nation as a whole on the premise of multiculturalism becomes the most important topic and trend, and promotes the history curriculum in secondary schools to become the national core curriculum. In terms of curriculum content, from knowing and reproducing the truth of history to learning and emphasizing historical interpretation; in terms of teaching methods, from understanding and accepting predecessors'achievements to focusing on independent inquiry. The main stream of the course modernization, which originated from the changing circumstances of the times and countries, was largely controlled by the controversy among different social groups about the future citizenship of development, the relationship between history curriculum and social science, the importance of historical knowledge and historical thinking, etc. Its freedom, distinct and intense is the metaphor of "cultural war". After taking office, there has been a general feeling of strong conservatism and mercantilism. Cultural and educational policies have not yet been showdown, but the fierce rhetoric of the campaign has been controversial. The decisive factors of education policy are enormous, so it is better to predict them too early than to wait and see them change.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G633.51
本文编号：2190675
[Abstract]:Since the 1980s, many Chinese middle school history educators have taken the United States as a model when they talked about the modernization of middle school history curriculum. This relatively stubborn indoctrination style has epoch-making positive significance. It is a milestone leap compared with the cold war mentality. Most of them are based on individual cases, non-professional knowledge or individual comments, and many are not primitive historical materials. Therefore, at the present time of deepening the reform of Chinese middle school history curriculum with "core accomplishment" as a breakthrough, we should make a more complete and accurate understanding of it in a specific, specific historical and cultural background. Perspective is of great academic and practical significance. On the one hand, it is helpful for us to know and grasp the past and present life of American modern middle school history curriculum and prevent us from passing on our own life. On the other hand, it is possible to accurately distinguish and draw lessons from its experience so as not to learn from Handan. The history curriculum of American secondary schools can be traced back to the religious education imported from Europe in the colonial period and gained its independent academic status after the founding of the country. And textbooks, instructional design, teaching videos and other historical data found that: the modernization of history curriculum in American secondary schools lags far behind the industrialization process, the real turning point is only more than 100 years ago, during the turbulence, inheritance and expansion, until the end of the last century to highlight the nature of advanced design education. Thus, focusing on this topic, the late 19th century, the United States formed an elitist high school history curriculum; the spread of the "Industrial Civilization Syndrome" in the imperial era made civilian education a top priority. But the inertia of tradition and the satisfaction of Coolidge's prosperity faltered until the late 1920s when it became mainstream; the fear of the Great Depression transformed the style of history curricula in secondary schools from tradition to reformism that categorized and framed social realities. Yixun has become a hot topic, and the problem-oriented integration has disrupted the temporal and spatial relationship of history, making it difficult to sustain. The panic triggered by the Soviet satellite makes Americans feel vulnerable to national self-confidence is a more fundamental problem. Therefore, the history curriculum in secondary schools is biased towards essentialism. From the perspective of content selection, glorifying the United States is its most important feature. In the late 1960s, with the rise of the civil rights movement and the popularity of multiculturalism in history curricula, and in the early 1980s, facing the multipolarization of the world, a considerable number of scholars realized that this approach was not conducive to the cohesion of the American nation or contributed to the "human crisis". It is a deep and long-term factor that undermines the hegemonic position of the United States. Therefore, the cultural literacy of the American nation as a whole on the premise of multiculturalism becomes the most important topic and trend, and promotes the history curriculum in secondary schools to become the national core curriculum. In terms of curriculum content, from knowing and reproducing the truth of history to learning and emphasizing historical interpretation; in terms of teaching methods, from understanding and accepting predecessors'achievements to focusing on independent inquiry. The main stream of the course modernization, which originated from the changing circumstances of the times and countries, was largely controlled by the controversy among different social groups about the future citizenship of development, the relationship between history curriculum and social science, the importance of historical knowledge and historical thinking, etc. Its freedom, distinct and intense is the metaphor of "cultural war". After taking office, there has been a general feeling of strong conservatism and mercantilism. Cultural and educational policies have not yet been showdown, but the fierce rhetoric of the campaign has been controversial. The decisive factors of education policy are enormous, so it is better to predict them too early than to wait and see them change.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G633.51
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