現代化史觀下高中中國近代史教材內容剖析
發(fā)布時間：2018-09-07 11:32
【摘要】：現代化史觀的研究從九十年代以來，逐漸流行。伴隨著學術研究的不斷深入和廣范圍的^u展。全球化史觀、文明史觀也占據主流，革命化范式不再一統(tǒng)天下在教學上現代化也和文明史觀、全球史觀也逐步進入了高中老師的視野。在高考的命題中逐步有所體現，進而進入了高中課堂。 課改的理念發(fā)生了變化。在新課標的指導下，高中的課本在“一綱多本”的理念下也開始改變了過去的革命化范式局面。在現代化史觀的內容上進行了嘗試。 對于現代化史觀的介紹和研究，不論是專家學者還是一線的教師都有很多文章，對現代化的認識和指導高中教材的編寫和教學具有重要的作用。 由于課改時間不長，許多細節(jié)并未坐實。新課標的全國卷，也在現代化的考‘察上進行很多新的探索和嘗試，對高中教材編寫和教學啟示頗多。 、 高中近代史的教材在中國近代現代主線的構建和教學內容如選擇土進行了有效的探索和嘗試。但由于傳統(tǒng)的慣性和對現代化史觀的貫徹不徹底，使得高中近代史的教材對于現代化下的中國近代史內容的構建上還有很多的缺陷。 本文以對比的方法,對比了學術研究上的中國近代的現代化過程和教材在現代胡內容構建上的的差異，以學術研究的成果作為基礎來研究教材存在的不足。按照教材政治、經濟、文化板塊內容的劃分，分別從內容的選取和史實的評價兩個方面進行了研究。 在內容上表現為關鍵性政治、經濟、文化內容的缺失；在內容的選取和安排上表現為：政治內容和革命斗爭的篇幅過重，必修和選修的詳略安排失當：在有關內容的評價上表現為：以階級感情和道德評價取代歷史評價使得許多史實的評價失之客觀、公正。 對此，本文試圖從通過國際、國內背景的補充，構建近代現代化主線和采取正確的評價標準幾個方面進行闡述。希望能夠對教材的編寫和利用能夠貢獻自己微薄的力量。
[Abstract]:The study of modern historical view has been popular since 1990's. With the continuous deepening of academic research and a wide range of ^ u exhibition. The concept of globalization history and civilization history also occupy the mainstream, the revolutionized paradigm no longer dominates the teaching modernization and civilization history view, and the global history view has gradually entered the vision of senior high school teachers. In the college entrance examination of the proposition gradually reflected, and then into the high school classroom. The idea of curriculum reform has changed. Under the guidance of the new curriculum standard, the textbooks of high school began to change the revolutionized paradigm of the past under the concept of "one program and more books". Try on the content of modern historical view. There are many articles on the introduction and research of modern historical view, both experts and scholars as well as first-line teachers, which play an important role in understanding modernization and guiding the compilation and teaching of high school textbooks. Due to the short time of the course reform, many details have not been settled. The national volume of the new curriculum standard has also carried out many new explorations and attempts on the examination of modernization. There are many enlightenments to the compilation and teaching of senior high school teaching materials. The teaching materials of the modern history of senior high schools have been effectively explored and tried in the construction of the main line of modern Chinese modern times and the contents of teaching such as choosing land. However, because of the traditional inertia and the incomplete implementation of the modern historical view, there are still many defects in the construction of the content of the modern Chinese history under the modernization of the textbooks of the modern history of senior high school. In this paper, the author compares the modernization process of modern Chinese academic research and the differences of teaching materials in the construction of modern Hu content by the method of contrast, and studies the shortcomings of teaching materials based on the achievements of academic research. According to the division of political, economic and cultural elements in textbooks, this paper studies the selection of contents and the evaluation of historical facts. In terms of content, the key political, economic and cultural contents are missing, and the selection and arrangement of the content are as follows: the political content and the revolutionary struggle are too large, The detailed arrangement of compulsory and elective courses is improper: the evaluation of relevant contents is that the historical evaluation is replaced by class sentiment and moral evaluation, which makes many historical facts' evaluation lose their objectivity and impartiality. In view of this, this article attempts to elaborate from the international and the domestic background supplement, constructs the modern modernization main line and adopts the correct appraisal standard several aspects to carry on the elaboration. Hope to be able to the compilation and use of teaching materials can contribute to their own modest strength.
【學位授予單位】：河北師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：G634.51
本文編號：2228140
[Abstract]:The study of modern historical view has been popular since 1990's. With the continuous deepening of academic research and a wide range of ^ u exhibition. The concept of globalization history and civilization history also occupy the mainstream, the revolutionized paradigm no longer dominates the teaching modernization and civilization history view, and the global history view has gradually entered the vision of senior high school teachers. In the college entrance examination of the proposition gradually reflected, and then into the high school classroom. The idea of curriculum reform has changed. Under the guidance of the new curriculum standard, the textbooks of high school began to change the revolutionized paradigm of the past under the concept of "one program and more books". Try on the content of modern historical view. There are many articles on the introduction and research of modern historical view, both experts and scholars as well as first-line teachers, which play an important role in understanding modernization and guiding the compilation and teaching of high school textbooks. Due to the short time of the course reform, many details have not been settled. The national volume of the new curriculum standard has also carried out many new explorations and attempts on the examination of modernization. There are many enlightenments to the compilation and teaching of senior high school teaching materials. The teaching materials of the modern history of senior high schools have been effectively explored and tried in the construction of the main line of modern Chinese modern times and the contents of teaching such as choosing land. However, because of the traditional inertia and the incomplete implementation of the modern historical view, there are still many defects in the construction of the content of the modern Chinese history under the modernization of the textbooks of the modern history of senior high school. In this paper, the author compares the modernization process of modern Chinese academic research and the differences of teaching materials in the construction of modern Hu content by the method of contrast, and studies the shortcomings of teaching materials based on the achievements of academic research. According to the division of political, economic and cultural elements in textbooks, this paper studies the selection of contents and the evaluation of historical facts. In terms of content, the key political, economic and cultural contents are missing, and the selection and arrangement of the content are as follows: the political content and the revolutionary struggle are too large, The detailed arrangement of compulsory and elective courses is improper: the evaluation of relevant contents is that the historical evaluation is replaced by class sentiment and moral evaluation, which makes many historical facts' evaluation lose their objectivity and impartiality. In view of this, this article attempts to elaborate from the international and the domestic background supplement, constructs the modern modernization main line and adopts the correct appraisal standard several aspects to carry on the elaboration. Hope to be able to the compilation and use of teaching materials can contribute to their own modest strength.
【學位授予單位】：河北師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：G634.51
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