【摘要】：美國中學(xué)歷史教育非常重視學(xué)生自主探究活動(dòng),而口述史教學(xué)作為一種學(xué)生自主探究的教學(xué)方法,已經(jīng)形成一套相對完整的課內(nèi)和課外教學(xué)系統(tǒng)。分析20世紀(jì)50年代至90年代美國口述歷史的發(fā)展概況,研究口述歷史發(fā)展的特點(diǎn),對我國口述歷史教學(xué)實(shí)踐提出實(shí)施建議。本文將從如下三個(gè)部分進(jìn)行分析研究。第一部分,論述20世紀(jì)50至60年代美國中學(xué)口述史的普及。在冷戰(zhàn)的社會(huì)背景以及盒式磁帶錄音機(jī)的推廣下,學(xué)生們主要以社區(qū)的老人為調(diào)查對象,開展口述史項(xiàng)目。第二部分,論述20世紀(jì)70至90年代美國中學(xué)口述史的深入發(fā)展。在經(jīng)濟(jì)危機(jī)以及電子攝錄設(shè)備的推動(dòng)下,學(xué)生主要以重大歷史事件為調(diào)查對象,開展口述史項(xiàng)目。選擇20世紀(jì)50到60年代以及20世紀(jì)70到90年代兩個(gè)時(shí)間段的原因是美國口述史教學(xué)處于起始發(fā)展時(shí)期,可以更有針對性的為我國口述史教學(xué)提供借鑒。第三部分,呈現(xiàn)美國中學(xué)口述史教學(xué)的兩個(gè)案例,讓讀者能夠了解美國中學(xué)口述史教學(xué)的具體操作過程。第四部分,介紹我國中學(xué)口述歷史教學(xué)的基本現(xiàn)狀,并從教學(xué)資源獲取、教學(xué)實(shí)施過程以及校本課程三個(gè)方面提出建議。
[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.
【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.51

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本文編號(hào)：2462289