| 改革开放40年历史教育学研究的发展与展望 |
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| 作者姓名： | 郑流爱 张禄佳 |
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| 作者单位： | 浙江师范大学教师教育学院 |
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| 摘 要： | 改革开放以来,我国的历史教育学研究进程在大致经历了历史教学法研究的繁荣、历史教育学科体系的建立及专题化研究的全面展开三个阶段之后,进入了反思推进的新时期。这反映出历史教育对40年来我国教育改革与发展的能动适应。梳理这一历程,有助于我们更好地立足新时期的育人需求,重新审视原有的逻辑起点、概念范畴和研究路径,以新的思路推进历史教育学的理论与实践研究。
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| 关 键 词： | 历史教育学 历史教学法 专题化研究 |
The Development and Prospect of History Education Research over the Past 40 Years of Reform and Opening-up |
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| Authors: | Zheng Liuai Zhang Lujia |
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| Institution: | (College of Teacher Education,Zhejiang Normal University,Jinhua Zhejiang 321004,China) |
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| Abstract: | Since the beginning of China's reform and opening-up in 1978, the research of history education has roughly experienced three main stages: the prosperity of history pedagogy research, the establishment of discipline system in history education and the comprehensive development of thematic research. In the early 1980s, the research of history pedagogy walked out of the shadow of left-leaning trend of thought, inherited the past and ushered in the future, and made great contributions to the training of history teachers in middle schools, and also gradually built up a professional history pedagogy research team with expertise and relative stability. At the same time, the reform in educational field also put forward new topics, which reflected the ontological consciousness of reconstructing history education and desired to integrate with the world in teaching method, The transition of history pedagogy to history education was the result of the reflection on the educational function of history discipline from the perspective of human development and social development, and also the result of introducing the philosophy, education, psychology, methodology and other interdiscipline into history teaching. Coming into the 21st century, the thematic research of history education expanded increasingly, and almost covered all aspects of the history education and teaching. Relevant achievements also became a grand vision, and basically got rid of the situation of "educational theory, psychological term, and historical case", many new sub-discipline research categories appeared and promoted the development of the history education in depth and diversification. In the last 10 years, the history education's theoretical exploration and various operational studies were still going on, the achievements were still emerging, and the content of history education has been clarified again, Thus it can be seen, the research process of history education reflects the dynamic adaptation to education reform and social development over the past 40 years in China. Now, the research of history education is entering a new period of promotion from reflection. Based on the educational needs of the present, the above reviewing research is helpful for us to reflect the original logical starting point, concept category and research approach, and advance the theoretical and practical research of history education with new ideas. |
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| Keywords: | history education history pedagogy thematic research |
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