中美高中历史教科书中的和平观念比较研究

发布时间：2018-12-12 15:11

【摘要】：第二次世界大战之后,和平主义运动有了长足的发展,国际社会纷纷成立组织来宣扬和平的正义性,和平学也因此兴起。和平学作为一门指导和平实践的学问,其体现出来的和平观念,为维护世界和平,构建和谐社会提供了重要的借鉴。另外,热爱和平作为中学生需掌握的重要情感态度价值观,有关和平观念的研究成果对中学历史教学有很大的帮助。本文主要对中美高中历史教科书进行对比分析,进一步分析出现差异的原因,并从和平观念的角度出发,对比中美高中历史教科书中体现出来的不同和平观念,探究和平学研究对高中历史教学中有关和平观念培养的相关启示。文章主要内容如下:第一,主要概述和平学的学术思路,介绍和平学、和平观教育和高中历史教学三者的联系。具体围绕和平学定义,研究对象和研究方法,来系统介绍和平学的学科特点和研究特点。介绍了当今世界的五种和平教育模式,并整理分析了和平观念在我国高中历史教学中的体现,以寻找和平观念与高中历史教学的契合点。第二,主要以绥靖政策为研究对象,对中美高中历史教科书内容进行对比研究。具体从绥靖政策的史实表述、原因和评价三方面进行对比,通过对比分析中美高中历史教科书中出现的史实表述、态度倾向和评价方式等方面的差异,探究中美高中历史教科书所体现出来的不同和平观念,并分析差异出现的原因。第三,主要以当今世界这一专题为研究对象,对中美高中历史教科书内容进行对比研究。首先对中美高中历史教科书中有关当今世界这一专题的内容设置和编排逻辑做一对比,宏观把握中美教科书对当今国际社会所体现出来的一般认知。其次,进一步对比中美教科书所体现出的全球化视野,具体从经济、政治、社会和环境三方面来进行对比研究。通过对比分析,依据中美教科书表述当今世界的侧重点不同,视野范围不同,进一步探究中美教科书所体现出的和平观念差异。第四,主要探究和平观对于高中历史教学的启示。通过对中美历史教科书所体现出的和平观念差异的比较研究,得出对我国高中历史教学中和平观念培养的几点启示,具体从三方面进行论述,一是强调树立全面的和平观,要有国际化视角,并进一步分析国际化视角的必要性和提出相关建议;二是保持积极的态度,树立积极的和平观念,体现在用辩证的历史分析方法客观对待国际局势,并结合和平学者提出的积极和平观念,全面的看待影响和平发展的一系列现实问题。三是培养和平观念,要以民族国家利益为前提,坚定民族国家利益的立场不动摇。
[Abstract]:After the second World War, the pacifist movement developed rapidly, and the international community established organizations to promote the justice of peace. As a science to guide the practice of peace, the theory of peace embodies the idea of peace, which provides an important reference for maintaining world peace and building a harmonious society. In addition, peace-loving is an important emotional attitude and value that middle school students need to master, and the research results on the concept of peace are of great help to the history teaching in middle school. This paper makes a comparative analysis of Chinese and American high school history textbooks, further analyzes the causes of the differences, and from the point of view of the concept of peace, contrasts the different concepts of peace embodied in the Chinese and American high school history textbooks. This paper probes into the enlightenment of the research of peace science to the cultivation of the concept of peace in the history teaching of senior high school. The main contents of this paper are as follows: first, it summarizes the academic thinking of the science of peace, and introduces the relationship among the study of peace, the education of the view of peace and the teaching of history in senior high school. Focusing on the definition, research object and research method of the science of peace, this paper systematically introduces the characteristics of the subject and research of the science of peace. This paper introduces five models of peace education in the world today, and analyzes the embodiment of the concept of peace in the history teaching of senior high school in our country, in order to find the joint point between the concept of peace and the teaching of history in senior high school. Secondly, the content of Chinese and American senior high school history textbooks is compared with appeasement policy. By comparing the historical facts of appeasement policy, the reasons and the evaluation, and analyzing the differences of historical facts, attitude tendency and evaluation methods in the history textbooks of senior high school in China and the United States, the paper makes a comparative analysis of the historical facts, the reasons and the evaluation of the appeasement policy. This paper explores the different concepts of peace embodied in Chinese and American high school history textbooks, and analyzes the reasons for the differences. Third, mainly take the topic of the present world as the research object, carries on the contrast research to the Chinese and American high school history textbook content. First of all, it makes a comparison of the content setting and arrangement logic of the topic about the current world in Chinese and American high school history textbooks, and makes a macroscopic grasp of the general cognition of the Chinese and American textbooks to the present international society. Secondly, compare the globalization vision embodied in Chinese and American textbooks, and make a comparative study from three aspects: economy, politics, society and environment. Through the comparative analysis, according to the Chinese and American textbooks to express the world in different emphases, different scope of vision, further explore the Sino-American textbooks embodied in the differences in the concept of peace. Fourth, the main exploration of the concept of peace for senior high school history teaching enlightenment. Through a comparative study of the differences in the concept of peace embodied in the history textbooks between China and the United States, this paper draws some inspirations for the cultivation of the concept of peace in the history teaching of senior high school in China, and discusses it from three aspects: first, it emphasizes the establishment of a comprehensive view of peace. To have an international perspective, and further analyze the necessity of internationalization perspective and put forward relevant suggestions; Second, to maintain a positive attitude and establish a positive concept of peace, which is reflected in the objective treatment of international situations with dialectical historical analysis, and in combination with the positive concept of peace put forward by peace scholars. Take a comprehensive view of a series of realistic problems affecting peace and development. Third, cultivate the concept of peace, take the national interest as the premise, firm the position of national state interest unswervingly.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51

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