试比较中美中学历史教育中历史思维的培养 英文.docx

试比较中美中学历史教育中历史思维的培养 英文.docx

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试比较中美中学历史教育中历史思维的培养英文

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本科毕业论文

题目试比较中美中学历史教育中历史思维的培养

姓名学号

专业年级

指导教师职称

二〇一三年3月二十日

Abstract

Historicalthinkingiscrucialtolearninghistorywellanditisakindofnecessaryabilityindailylife.HowevercomparedwithAmericanhistoryeducation,historicalthinkinghasnotbeengivenadequateattentioninChinesehighschoolhistoryeducation.Inthissense,ChinacanlearnsomeexperiencesfromAmericatoimprovethestatusquo.ThispaperadoptsliteraturestudyandcomparativestudytoanalyzethegapbetweenChinaandAmericaindevelopingofhistoricalthinking.

Firstly,itrevolvesaroundthreemainaspects:

teachinggoal,courseestablishmentandteachingmethod.Astotheteachinggoal,Americancurriculumstandardshavetheclearexplanationonhistoricalthinkingandspecificrequirementindifferentlevel.Astothecourseestablishment,Americanhighschoolimplementsthecreditsystem.HistoryholdsthecorepositioninsocialscienceinAmerica.Astotheteachingmethods,Americanhighschooltakestheexploratoryteachingpatternemphasizingthetrainingprocessandindependentthinking.Foraccuracy,althoughinChinahistoricalthinkingisgainingsomeattentionwithcurriculumreform,unfortunatelywithoutconcreteplan.Chinaimplementsthecreditsystem.ThemainteachingmethodofChinaisexpositoryteachingpatternthatthecommunicationbetweenteacherandstudentshouldbeincreasedwidelyanddeeply.Secondly,throughthecomparison,thegaponthedevelopmentofhistoricalthinkingcanbeobviouslyseen:

thefocusesaremoreoncultivatinghistoricalthinking;variousteachingmethods;capacity-orientedexaminationsystem.ThepaperconcludesthatAmericanexperiencesinteachingcanbeabsorbed:

applyinginterestingteachingforms;guidingstudentsreadbooksandpassingonscientificthinkingskillstoameliorateteachingstatusquo.

Keywords:

highschoolhistoryeducation;historicalthinking;teachinggoal;courseestablishment;teachingmethod

摘要

历史思维不仅对学好历史至关重要的，它也是日常生活中必备的一种能力。

然而，和美国相比，中国对历史思维的培养还不够充分。

因此，中国可以通过借鉴美国的经验来改善现状。

此文采用文献比较的方法来分析中美在历史思维培养方面的差距，并且从课程目标，课程开设和教学手段三个方面逐一比较。

在课程目标方面，美国课程国家标准明确解释了历史思维的定义，并且清晰的规定不同年级应具有的能力水平。

然而，中国自从新课标改革才逐步重视历史思维，但仍然没有具体的计划来指导教学。

在课程开设方面，中国和美国一样实行学分制，但美国中学历史在社会科中占据核心地位。

在教学手段方面，美国采取探索式教学，注重操作过程和独立思考。

中国重要采取讲授式教学，老师是课堂的核心。

老师和学生的交流应当在深度和广度上增加。

通过比较，发现中美在历史思维的培养上的差距很明显，表现在：

美国更加重视能力的培养；美国采取多种多样的教学手段来锻炼学生的能力；美国的重能力的考试系统影响着教学手段。

总而言之，中国可以吸取美国先进的教学方法，比如：

采用多样的课堂形式；指导学生多看课外书；传授科学的思维方法等。

关键字：

中学历史；历史思维；课程设置；教学目标；课程开设；教学方法

TableofContents

Introduction…………………………………………………………………………………1

1Literaturereview…………………………………………………………………………2

2ComparativestudyofstatusquoofSino-U.Shistoricalthinkingeducation……………5

2.1Differentteachinggoal………………………………………………………………5

2.1.1Statementoftheimportanceofhistoricalthinking…………………………………5

2.1.2Statementofthefunctionofhistoricalthinking……………………………………6

2.2Differentcourseestablishment………………………………………………………7

2.2.1Curriculumattribute…………………………………………………………………7

2.2.2Arrangementofacademichour………………………………………………………8

2.3Differentteachingmethod……………………………………………………………9

2.3.1Thetypeofteachingmethod………………………………………………………9

2.3.2Teachingapproach…………………………………………………………………10

2.4ProblemsrevealedforChina…………………………………………………………15

3TheinspirationforthecultivatingofhistoricalthinkinginChina………………………15

3.1Theprinciplesofcultivatinghistoricalthinking……………………………………15

3.2Theapproachestocultivatinghistoricalthinking……………………………………16

Conclusion…………………………………………………………………………………18

Bibliography………………………………………………………………………………20

Appendix…………………………………………………………………………………21

Acknowledgement…………………………………………………………………………23

ComparativeStudyoftheDevelopmentofHistoricalThinkinginChineseandAmericanHighSchoolHistoryEducation

Introduction

Historicalthinkingisveryimportantforhistoryanditisusefulindailylife.Thestudyonhistorywasstartedin1970sfromwesterncountrywhileitwaspaidattentionsince1980sinChinagradually.Chinahasattachedimportancetoitsincethecurriculumreformin2011whileAmericanmakesagreatachievementondevelopinghistoricalthinkinginhighschool.

Astothedefinitionofhistoricalthinking,therearetwocomplementaryelaborationsthataremostapprovedintheabstractandconcretewayrespectively.TheabstractonewasproposedbyZhaoHenglie（2005）:

historicalthinkingisakindofintellectualactivitythatisguidedbydialecticalmaterialismandhistoricalmaterialismanditisusedtorecognizingthepastandpredictingthefuture.That’stosay,historicalthinkingisalogicsystemthatrevealstheinnercharacterandregularpatternofhistory.TheconcreteonewasproposedbyYeXiaobin（1998）:

thepurposeofhistoricalthinkingisacquaintingthephenomenaandinnercharactersofhumansocietydevelopment;theobjectofthinkingisthepasthumanactivity;thewayofthinkingisbasedonthehistorymaterials,thenpeoplegetthetruththroughthematerials;thefeatherofthinkingisthatpeopleinvestigatethehumansocietyintheanglebothfromcomprehensiveanddialectical,progressiveandrelative,specificandintegrated;theprincipleofthinkingisthatitshouldbasedonscientificworldoutlookandmethodology;theapplicationofthinkingisbothonhistoryandreality.

ThisPaperadoptscomparisontoanalyzehistoryeducationinhighschoolofChinaandAmerica.Firstly,theimportanceandfunctionofhistoricalthinkinginthecurriculumstandardwillbediscussed.Secondly,teachinggoal,courseestablishmentandteachingmethodwillbecomparedindetailstolookintothedifferencebetweenChinaandAmerica.Themostimportantpartinthispaperisthecomparisononteachingmethod.Americanhighschooltakestheexploratoryteachingthatemphasizetheoperationprocessandindependentthinking.Nevertheless,themainteachingmethodinChinaisexpositoryteachingthatthecommunicationbetweenteacherandstudentshouldincreasewidelyanddeeply.Insummary,thedevelopmentofhistoricalthinkingisjustinthestartstagewhileAmericaisanoutstandingrepresentative,soChinacangainsomeinspirationsandlearnsomemethodsfromAmerica.

1LiteratureReview

Historyisacompulsorycoursebutisnottreatedseriously.AsaChinese,itisnecessarytobeawareofChinesecenturies-oldhistoryfor5000years.Thehistoryoftheworldcanbroadenourhorizon.Historyscholarspaidmoreattentionontheadvancedteachingmethodsofothercountriesandmadearemarkableachievementinrecentyears.

1.ResearchstatusquoofChina

1.1DefinitionofhistoricalthinkinginChina

Thestudyonhistoricalthinkingwasstartedin1970sfromwesterncountry,butwascaughtattentionsince1980sinChinabydegrees.ThedefinitionofhistoricalthinkinginAmericanhistorystandardisthatstudentscanevaluateevidence,developtheanalysisabilityofcomparisonandcauseandeffect,explainthehistoryrecords,andproposecorrectargumentandopiniononcontemporarylifeaccordingtohistory.Therearefivestandards:

thoughtintheorderoftime,historicalinsights,historicalanalysisanddiscussion,historicalresearchability,problemanalysisanddecisionconfirmation.However,thereisnofinalconclusionontheaspectofdefinitioninChinabutmanyscholarsputforwardlotsofmeaningfulperspectives.

BaiYueqiao（1997）putforwardthathistoricalthinkingisthecomponentoftheformatthinking,dialecticalthinking,specificthinkinginimagesandabstracttheoreticalthinking,withtheguideofhistoricalmaterialismanddialecticalmaterialism.Historicalthinkingisakindofspecialthinkingthatistounderstandthelawofhistoricalobjectdevelopmentgraduallyandrevealhistoryinnatecharacterconstantlythroughhistoricaldataputtingthetimeandplaceasthemainline.

YeXiaobin（1998）proposedthatthepurposeofhistoricalthinkingisacquaintingthephenomenaandinnercharactersofhumansocietydevelopment;theobjectofthinkingisthepasthumanactivity;thewayofthinkingisbasedonthehistorymaterials,thenpeoplegetthetruththroughthematerials;thefeatherofthinkingisthatpeopleinvestigatethehumansocietyintheanglebothfromcomprehensiveanddialectical,progressiveandrelative,specificandintegrated;theprincipleofthinkingisthatitshouldbasedonscientificworldoutlookandmethodology;theapplicationofthinkingisbothonhistoryandreality.

ZhaoHenglie（2005）raisedthathistoricalthinkingisakindofintellectualactivitythatisguidedbydialecticalmaterialismandhistoricalmaterialismanditisusedtorecognizingthepastandpredictingthefuture.That’stosay,historicalthinkingisalogicsystemthatrevealstheinnercharacterandregularpatternofhistory.

PanJifang（2008）holdstheviewthathistoricalthinkingisaparticularformandmethodofthinkinginhistoryincludingthinkinginimages,Logicalthinkingandintuitivethinking.

1.1.2ThemethodtodevelophistoricalthinkinginChina

SongXiaonan（2004）thinksthatdevelopinghistoricalthinkingneedstopassonscientificmethods:

theconnectionbetweendiscussionandmaterialdata,analysisandsynthesis,comparisonandclassification,systematizationandspecification,concentrationanddivergence.Developinghistoricalthinkingneedstohistoricalbasicknowledgeascarrier.Teachershouldpayattentiontoinspirestudent’smindbyputtingforwardquestions.

KangJingxia（2005）takestheattitudethatdevelopinghistoricalthinkingshouldbuildupateachingpatternthatisconcentrateonproblems,apatternthatisfocusonthecomprehensionandapplicationandapatternthatiscenteredonmasterandapplicationofmethods.

SongJiang