美国中学口述史教学研究
发布时间：2019-04-21 14:29
【摘要】：美国中学历史教育非常重视学生自主探究活动,而口述史教学作为一种学生自主探究的教学方法,已经形成一套相对完整的课内和课外教学系统。分析20世纪50年代至90年代美国口述历史的发展概况,研究口述历史发展的特点,对我国口述历史教学实践提出实施建议。本文将从如下三个部分进行分析研究。第一部分,论述20世纪50至60年代美国中学口述史的普及。在冷战的社会背景以及盒式磁带录音机的推广下,学生们主要以社区的老人为调查对象,开展口述史项目。第二部分,论述20世纪70至90年代美国中学口述史的深入发展。在经济危机以及电子摄录设备的推动下,学生主要以重大历史事件为调查对象,开展口述史项目。选择20世纪50到60年代以及20世纪70到90年代两个时间段的原因是美国口述史教学处于起始发展时期,可以更有针对性的为我国口述史教学提供借鉴。第三部分,呈现美国中学口述史教学的两个案例,让读者能够了解美国中学口述史教学的具体操作过程。第四部分,介绍我国中学口述历史教学的基本现状,并从教学资源获取、教学实施过程以及校本课程三个方面提出建议。
[Abstract]:American middle school history education attaches great importance to students' independent inquiry activities, while oral history teaching, as a teaching method of students' independent inquiry, has formed a relatively complete set of in-class and extracurricular teaching systems. This paper analyzes the development of oral history in the United States from 1950s to 1990s, studies the characteristics of the development of oral history, and puts forward some suggestions for the practice of oral history teaching in China. This paper will be analyzed from the following three parts. The first part discusses the popularization of American high school oral history from 1950s to 1960s. Under the social background of the Cold War and the popularization of cassette tape recorder, students mainly focus on the elderly in the community to carry out oral history projects. The second part discusses the in-depth development of American high school oral history from 1970s to 1990s. Driven by the economic crisis and electronic video recording equipment, students mainly focus on major historical events to carry out oral history projects. The reason for choosing the 50-60's and 70-90's of the 20th century is that the oral history teaching in the United States is in the initial development period, which can provide reference for the oral history teaching in our country more pertinently. The third part presents two cases of oral history teaching in American middle schools, so that readers can understand the specific operation process of oral history teaching in American middle schools. The fourth part introduces the basic situation of oral history teaching in middle schools, and puts forward some suggestions from three aspects: the acquisition of teaching resources, the process of teaching implementation and the school-based curriculum.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51
本文编号：2462289
[Abstract]:American middle school history education attaches great importance to students' independent inquiry activities, while oral history teaching, as a teaching method of students' independent inquiry, has formed a relatively complete set of in-class and extracurricular teaching systems. This paper analyzes the development of oral history in the United States from 1950s to 1990s, studies the characteristics of the development of oral history, and puts forward some suggestions for the practice of oral history teaching in China. This paper will be analyzed from the following three parts. The first part discusses the popularization of American high school oral history from 1950s to 1960s. Under the social background of the Cold War and the popularization of cassette tape recorder, students mainly focus on the elderly in the community to carry out oral history projects. The second part discusses the in-depth development of American high school oral history from 1970s to 1990s. Driven by the economic crisis and electronic video recording equipment, students mainly focus on major historical events to carry out oral history projects. The reason for choosing the 50-60's and 70-90's of the 20th century is that the oral history teaching in the United States is in the initial development period, which can provide reference for the oral history teaching in our country more pertinently. The third part presents two cases of oral history teaching in American middle schools, so that readers can understand the specific operation process of oral history teaching in American middle schools. The fourth part introduces the basic situation of oral history teaching in middle schools, and puts forward some suggestions from three aspects: the acquisition of teaching resources, the process of teaching implementation and the school-based curriculum.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51
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