学术争鸣与中学历史教学的几点思考_以高中历史教材中_封建_概念的表述为例.pdfVIP

第28卷 第1期 苏州教育学院学报 Vol.28 No.1 2011年2月 Journal of Suzhou College of Education Feb., 2011 中小学教育教学研究 学术争鸣与中学历史教学的几点思考 ——以高中历史教材中“封建”概念的表述为例 董 强，黄 威 （苏州大学 社会学院，江苏 苏州 215123） 摘 要 ：自高中历史实施新课改以来，在实践与理论探索中取得了显著的成就。由于教材中将学术争鸣的成果引 入教材中，因而对高中历史教材的编排产生了影响。现行高中历史四套教材中对“封建”概念表述迥异，这涉及 学术争鸣与教材编写之间的关系。将学术争鸣的问题与研究成果引入教科书，不仅可以体现教材编写中多视角、 多层次的特点，而且可以为学生在学习过程中提供更为广阔的空间，同时也应当兼顾中学基础教育的普遍规律， 保证知识结构体系的合理、有序。 关键词：新课改；历史；学术争鸣；教科书 G633.53 A 1008-7931(2011)01-0101-04 中图分类号： 文献标志码： 文章编号： Academic Debate and Refl ections on Teaching High School History: A Case Study of the Defi nitions of Feudalism in Senior High School History Textbooks DONG Qiang, HUANG Wei (School of Society, Soochow University, Suzhou 215123, China) Abstract Remarkable achievements have been made in both theory and practice since the beginning of the new ： curriculum reform of senior high school history. The introduction of academic debates into textbooks changes the compilation of senior high school history books. For example, “feudalism” is defined discrepantly in four different history books, which concerns the relationship between academic debate and textbook compilation. The introduction of academic debates and study results into textbooks not only provides the books with multi- perspectives and multi-levels, but also gives a wider learning scope for the students. Meanwhile, such practice should take into consideration the general rules of elementary education so as to ensure the rationality and order of knowledge. Key words new curriculum reform; history; academic debate; textbooks