“教本”与“学本”之辩：中学历史教科书内容编写研究

发布时间：2018-10-11 07:45

【摘要】：教科书编写是课程改革中的一个重要环节。其编写对教师的教学方式和学生的学习方式产生直接的影响。新课改后,关于教科书的发展经历了两个阶段的变化:“学本”的出现;对“学本”的反思。“学本”教科书出现的原因是历史教育的人文教育功能的回归和新课改下历史教学的变革。对“学本”进行反思的原因则是回归到教科书对学生学习的意义探讨。从新课改“学本”取代“教本”到新课改中对“学本”的质疑,表明中学历史教科书编写问题的探讨应从教科书本身出发。“教本”与“学本”教科书内容编写问题的争议,本质上是关于学科体系逻辑和学生学习心理逻辑在教科书应占比重的争议。以学科体系逻辑为主的“教本”历史教科书内容编写,在形成“有序”的历史知识和呈现“有形”的历史过程的同时,还造成了“人”的弱化和缺位,并进而形成了“文”的非理性权威;以学生学习心理逻辑为主的“学本”历史教科书内容编写,在教育理念、内容体系、教科书结构方面进行革新,为实现教师的教学方式和学生的学习方式转变做出了努力。但“学本”教科书内容编写打破了历史的时序性,造成“文”的失真和缺憾。课文栏目之间缺乏有机联系,影响“人”与“文”互动的有效性。这与“学本”历史教科书的编写初衷背离。这也表明中学历史教科书内容编写应吸收“教本”和“学本”的各自优势,即实现学科体系逻辑和学生学习心理逻辑的融合。从“教本”与“学本”历史教科书内容编写的课程理论基础看,“教本”与“学本”历史教科书应通过“情境”形成互补。“人”“文”“境”归一是历史教科书内容编写的新走向。关注历史教科书中的史学本根,关注历史教科书中的对话生成,关注历史教科书中的历史情境。以创建历史教科书使用的共同体和实现历史教科书的活用为目标,以实现“人”的发展为历史教科书内容编写的终极指向。
[Abstract]:Textbook compilation is an important link in curriculum reform. Its writing has a direct impact on teachers' teaching methods and students' learning styles. After the new curriculum reform, the development of textbooks has gone through two stages: the appearance of "learning" and the reflection of "learning". The reason for the appearance of the textbook is the return of the humanistic education function of history education and the reform of history teaching under the new curriculum reform. The reason for the reflection is to return to the textbook to explore the significance of students' study. From the new curriculum reform "learning book" to the new curriculum reform "teaching" to the new curriculum reform of the "learning book" query, it is indicated that the middle school history textbook compilation problem should start from the textbook itself. The dispute over the compilation of textbooks' contents is essentially a dispute about the importance of the logic of subject system and the logic of students' learning psychology in textbooks. The compilation of the content of "teaching-based" history textbook, which is based on the logic of discipline system, forms "orderly" historical knowledge and presents "tangible" historical process, at the same time, it also results in the weakening and absence of "human". And then formed the irrational authority of "text". The content of "learning book" history textbook, which is based on the students' psychological logic, has been innovated in the aspects of educational idea, content system and textbook structure. Efforts have been made to change the teaching methods of teachers and the learning styles of students. However, the compilation of the textbook has broken the chronology of history, resulting in the distortion and imperfection of the text. The lack of organic connection between the text columns affects the effectiveness of interaction between people and text. This deviates from the original intention of compiling history textbook. This also indicates that the contents of history textbooks in middle schools should absorb the respective advantages of "teaching" and "learning", that is, to realize the integration of the logic of subject system and the logic of students' learning psychology. On the basis of curriculum theory of the contents of the history textbooks "teaching" and "learning", the "teaching" and "learning" history textbooks should complement each other through "situation". It is a new trend of compiling history textbook content that "man", "text" and "boundary" come into being. Attention is paid to the root of history textbook, to the formation of dialogue in history textbook, and to the historical situation in history textbook. The aim of this paper is to create a community of historical textbooks and to realize the flexible use of history textbooks, and to realize the development of "human" as the ultimate direction of compiling the contents of history textbooks.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51

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