摘要
美国是全球最早在基础教育领域开设综合型社会科课程国家,其理论和实践产生重要影响。以20世纪20年代以来相关研究论著成果为依据,采用文献分析法,考察美国百年社会科课程中历史教育问题发现,聚焦四大主题:价值(地位)论、历史教学(实施)论、教科书历史(内容)建构论、历史深度认知论,呈现三大特征:融通社会科的素养教育使命、关注社会科中历史教育微观、凸显历史(核心)概念指引教学,对我国综合型社会科课程中历史教育推进具有重要启示:争鸣分歧中达成社会科中历史教育价值共同意识;持续推进中加强社会科中历史教育多维研究;迈向核心素养课程实施中重视核心概念引领历史教学。
The United States is the first country in the world to set up comprehensive Social Studies curriculum in the field of basic education,and its theory and practice have an important impact.Based on the relevant research results since 1920s,this paper adopts the content analysis method to investigate the problems of history education in American Social Studies in the past hundred years,focusing on four themes:the theory of historical value(status),Theory of history teaching(implementation),Textbook history(content)constructivism,Deep cognition theory of history.It presents three characteristics:integrating the accomplishment education mission of social science,Paying attention to history education in social science,Highlight the concept of history(core)to guide teaching.Three important inspirations for our country:to achieve the common consciousness of the value of history education in Social Studies,Strengthening multi-dimensional research on history education in Social Studies,Focus on core concepts to lead history teaching in the implementation of the curriculum towards core literacy.
作者
周仕德
高思超
王澎珂
ZHOU Shide;GAO Sichao;WANG Pengke(Higher Education Research Institute,Shantou University,Shantou 515063,China;Office of Academic Affairs,China West Normal University,Nanchong 637002,China)
出处
《宁波大学学报（教育科学版）》
2024年第1期81-90,共10页
Journal of Ningbo University(Educational Science Edition)
基金
国家社会科学基金教育学一般项目(后期资助)“新中国70年课程与教学论的知识书写研究”(19FJK003)
汕头大学研究生教育教学改革研究项目“以‘知识构建’为取向教育学研究生人才培养理论和实践探索”(SDYG202301)。
关键词
美国
社会科课程
历史教育问题
the United States
social studies curriculum
history education
