价值判断、问题反思与走出困境——近35年来公众历史教育思想的演进

Valuation,Thoughts and Solutions:the Evolution of Thoughts on Public History Education in the Past 35 Years

近35年来,有关公众历史教育的认识与反思包含了价值判断、问题反思与走出困境三个主要层次。研究者从培养国人、传承文明、认识国家前途等角度衡量公众历史教育的价值,给历史教育赋予了人文情怀和政治担当。面对历史知识传播中史实讹误、史观混乱、语言媚俗、过度追逐利润而忽视教化等问题,史学界开展了深刻的反思与批判,并形成了一些共识:第一,树立公众历史教育的原则,更新传播手段;第二,提高公众历史教育主体的素质,培养专门人才;第三,借鉴国外经验,发展公共史学。今后,有关公众历史教育的批判仍是必要的;各级政府、学术机构、学术团体在公众历史教育中要担负起各自的职责,发挥其应有的作用;公众历史教育要为公众服务,但不能抛弃历史和教育的双重底线;史学工作者与非史学专业出身的从业者需互相学习,取彼之长补己之短,共同推动公众历史教育朝着繁荣、健康的方向发展。

In the past 35 years, the cognition and evaluation are done from three aspects, i.e., valuation, thoughts on the problems and its solutions. Researchers evaluate public history education from cultivating people, inheriting civilization and understanding the future of the nation, which attaches both humanistic feelings and political acting to public history education. However, there are some shortcomings in the language and historical conception in the popularity of history, such as errors in some historical facts, chaos in views of history, inaccurate diction, over- pursuit of interest with ignorance of enlightenment. The academic circle makes an in-depth self- examination and some consensus have been formed. Firstly, principles of public education need to be established while means of communication should be updated. Secondly, the quality of subject of public education should be improved and specialized talents should be trained. Thirdly, public history should be developed under the example of foreign countries. In the future, criticism on public history education is still needed. Governments at all levels, academic organizations and academic societies should shoulder their own responsibilities and make their due contributions. Public history education should serve the public but should keep the baseline of history and education. Historians and non professional historians need to learn from each other and promote the healthy development of public history education.