【作者】 纪明明；

【导师】 周巩固；

【作者基本信息】 东北师范大学， 课程与教学论， 2024， 博士

【副题名】兼论教育硕士课程优化

【摘要】 我国的历史教育硕士,即学科教学(历史)教育硕士的培养工作已进行多年,成绩斐然。不过,经过对中学历史教学实践有深入了解的教育理论家和一线教师的问卷调查,仍发现学科教学(历史)教育硕士研究生培养方案中的专业课程内容安排有进一步完善的可能性。就反馈情况看,当前一线历史教学从业者普遍在历史通论、史学理论和史学前沿的能力素养方面相对薄弱。为避免日后走向教学一线的中学历史教师不出现同类问题,可以通过调整当前各高校的学科教学(历史)教育硕士专业课程入手,从培育阶段增强教育硕士在以上几种能力素养的养成。 当前,国外的教育理论家,我国的历史教育专家和中学历史教师在关于教师知识素养,特别是历史教师的历史专业知识素养内容都有所探讨,不同程度地为中学历史教师加强历史通论、史学理论和史学前沿的相关素养的必要性提供了合理性支持。首先,舒尔曼作为国外教育理论研究者的代表,他的教师知识理论提供了相应理论支撑。其中,他的“学科知识”理论强调学科本位的知识基础,要求教师对具体学科的概念、规则和内容有专业且深刻的认识。就历史教学而言,就需要教师对整个历史学知识有通论性把握能力。“课程知识”理论强调教师应具备具体课程相关的基础理论以及对教学材料的独特理解。就历史教学而言,则需要教师对作为历史学知识基础的史学理论体系和史学前沿的发展趋势有专门的了解。其次,我国历史教育专家在探讨如何加强历史教学质量的研究中,普遍认为历史教师需要更全面系统且有理论基础地理解历史知识,并不断拓宽视野,多元吸纳新元素。其三,中学历史教师们在总结教学实践中认为教师需要加强系统的见微知著、准确的抽象总结和恰当的价值判断能力,这体现了一线教师们对历史通论、史学理论和史学前沿知识素养的诉求。 历史通论强调对历史纵向和横向的贯通性理解,即历时和比较地看待历史的联系能力。中学历史教师需要至少对四个通论主题有深刻了解。其一,人类作为一个物种,无论在地球的什么位置,都会有相同表现,甚至有直接的关联。需要跳出西方中心论的思维限制,以地球的诸文明为单位建立对人类历史的总体认识。其二,宏观审视一个民族、一个国家乃至一个大洲的历史观念是解读中国历史的合理视角。超越对中国历史简单的历时性认知,将中华文化作为一个整体,进行系统性、结构性的分析。其三,比较是人文学科中最具反思深度的分析工具,它能使一些在数据分析下无法被洞察和把握的尺度游离但却十分重要的问题暴露出来。中西古典文明在欧亚大陆上最具影响力和最为具有凝聚力的文化根源。两大文明的比较有诸多启发性话题。其四,“人本史观”是西方人文主义精神在历史学领域内的观念表现。“人本史观”能否作为以及如何成为西方历史的主轴,究竟如何看待西方历史对人本史观的贯彻和使用,某种程度上决定了对西方历史的理解深刻程度。相比于局部个案的分析,通论性地探讨人本史观更具深度。 史学理论是历史学从多样化的个体研究走向抽象的一般性总结,从宏观和结构的视角深化历史专业知识的必要构成,它决定了历史学习者能否超越事实表面现象,从深层次对历史进行系统理解。具体而言,史学理论素养有助于加强教师在历史教学中的宏观的总结能力,以及比较的洞察能力。宏观总结能力的素养培育有助于从历史中得出真理性认识的环节,擅于退出“现场”,以客观冷峻的视角,从全局辨识历史全貌,解读其中奥妙,凝练启示,总结历史规律。历史比较研究是通过系统的、复杂事物、特别是体制、机制、属性之间的深度比较,从中找到差异存在的原因所在,得出深化历史认识的结论。它既有助于在认知的范畴上退出当下研究对象的具体情境,构成比较的对象关系,也促进在不同的比较对象间发现差异性的历史价值,更可以通过合理的分析论证,从差异中解读出其存在的真正原因。 史学前沿是各级历史教学体系完善、观念更新和内容多元化的重要参照。无论是中学历史教学还是未来从事中学历史教学的学科教学(历史)教育硕士专业素养培养,都必定涉及到对历史学发展新模式和新主题的镜鉴。近半个世纪以来,历史学的认知模式和研究内容发生了极大变化。各种新的历史解释方式,观察视角和探讨话题层出不穷。其中几条在二战之后,特别是近几十年越发深入人心的新史学路径已经极具影响力,在历史学研究领域可谓刷新了大量历史研究的解释模式,以及事实被认识和传播的方式。妇女与性别史学、后殖民主义史学、环境史学、公众史学、新文化史都为调整人们了解全新的历史内容提供了新洞见视角和方式。在新媒体时代,公众媒体已经顺应了审视历史的新元素。身处立体化信息世界的学生的观念也在发生变化。在此情况下,历史教学当然需要与时俱进,将新史学观念融入历史教学的能力素养培育当中。 历史通论和史学理论的能力素养强化将增强历史理解的总结概括能力,但史学前沿的相关知识涉及到历史多元解释的可能性,若是融入中学历史教学实践,必然增加历史知识在传授过程中的复杂性。史学前沿从多角度呈现历史,涉及到如何解决个体的多样性和历史多元解释的问题,包括概念的多元解释和个体人物的历史解释。个体解释的多样性会涉及到怀疑主义的干扰。解决这个问题,可以通过前沿史学理论应对史学“碎片化”的方式,即阐明怀疑主义的破坏性实质,加强公众历史的共享性以及引导基于实证的探究性思维。同时,价值引领也是克服多元现象引发怀疑论的有效对策。必须明确,任何多元解释都是基于客观如实的中立立场的延展,而明晰的良史辨别始终是正确的历史解释的标尺。更多还原

【Abstract】 The training toward master of history education,i.e.,master of education in subject teaching(history)in our country has been going on for many years with remarkable achievements.However,after a questionnaire survey towards educational theorists and frontline teachers who have deep understandings of secondary school history teaching practice,it is still found that there is a possibility to further improve the arrangement of the content of the professional courses in the training program of the master of education in subject teaching(history).Judging from the feedback,the current front-line history teaching practitioners are generally relatively weak in terms of the capabilities of historiographical integration,historical theory,and historiographical frontier.In order to avoid similar problems for the futural secondary school history teachers who are going to the front line of teaching,we can start by adjusting the current postgraduate training programs of master of education in subject teaching(history)in universities,Enhance the development of the above-mentioned competencies in the master of education from the formation stage. Nowadays,foreign educational theorists,Chinese history education experts and secondary school history teachers have made different discussions on the knowledge training of teachers,especially the content of history expertise of history teachers.Their inquiries focused generally on the capabilities of historiographical integration,historical theory,and historiographical frontier.Firstly,as a representative of foreign educational theory researchers,Schulman's teacher knowledge theories provide corresponding theoretical support.Among them,his "subject knowledge" theory emphasizes the knowledge base of subject-based,requiring teachers to have a professional and profound understandings of the concepts,rules and content of specific subjects.As far as history teaching is concerned,teachers are required to have a general grasp of the entire history knowledge.The theory of "curriculum knowledge" emphasizes that teachers should know well the basic theories related to specific courses and a unique understanding of teaching materials.As far as history teaching is concerned,teachers need to have a special understanding of the theoretical system of history as the basis of history knowledge and the development trend of the frontier of history.Secondly,when Chinese history education experts discuss how to strengthen the quality of history teaching,they generally believe that history teachers need to understand historical knowledge in a more comprehensive,systematic and theoretical basis,and constantly broaden their horizons and absorb new elements.Thirdly,in summarizing teaching practice,secondary school history teachers believe that teachers need to strengthen systematic knowledge,accurate abstract summarization and appropriate value judgment ability,which reflects the demands of front-line teachers for the capabilities of historiographical integration,historical theory,and historiographical frontier. The historiographical integration emphasizes a comprehensive understanding of history both vertically and horizontally,that is,the ability to view history historically and comparatively.Secondary school history teachers need to have a solid understanding of at least four general topics.First,as a species,human beings will have the same performance no matter where they are on the earth,and there is even a direct relationship.It is necessary to jump out of the thinking limitations of Western-centrism,and to establish an overall understanding of human history based on the civilizations of the earth.Second,macroscopically overlook the historical concept of a nation,a country,or even a continent is a reasonable perspective for interpreting Chinese history.This is a analysis of going beyond the simple diachronic cognition of Chinese history,and conducting systematic and structural Chinese culture as a whole.Third,comparison is the most reflective analytical tool in the humanities,and it can expose some issues that is inattentive but very important,which cannot be understood and grasped under data analysis.The most influential and cohesive cultural roots of Chinese and Western classical civilizations in Eurasia.The comparison of the two civilizations has many instructive topics.Forth,"Human-centered view of history" is the conceptual expression of the spirit of western humanism in the field of history.Whether and how the "human-centered view of history" can become the main axis of Western history,and how to view the implementation and application of the human-centered view of history in Western history,to some extent determines the depth of understanding of Western history.Compared with the analysis of local cases,it is more in-depth to discuss the human-centered view of history in general. Historiographical theory is a general summary of history from diversified individual research to abstraction.It is necessary to deepen historical professional knowledge from a macroscopic and structural perspective.for system understanding.Specifically,historical theoretical training helps to strengthen teachers' macroscopic summarization ability and comparative insight ability in history teaching.The cultivation of macro-summarization ability is helpful to get the link of truth understanding from history,and is good at withdrawing from the "scene",from an objective and stern perspective,to identify the whole picture of history from the overall situation,interpret its mystery,condense enlightenment,and summarize historical laws.Comparative historical research is to find out the reasons for the existence of differences through in-depth comparisons between systematic and complex things,especially systems,mechanisms,and attributes,and to draw conclusions that deepen historical understanding.It not only helps to withdraw from the specific situation of the current research object in the cognitive category,to form a comparative object relationship,but also promotes the discovery of the historical value of differences between different comparison objects.to understand the real reason for its existence. The frontier of history is an important reference for the improvement of the history teaching system at all levels,the renewal of concepts and the diversification of content.Whether it is secondary school history teaching or the professional quality training of postgraduates engaged in master of education in subject teaching(history)of secondary school history teaching in the future,it must involve the reflection of new models and new themes of history development.Over the past half century,the cognitive mode and research content of history have undergone great changes.Various new ways of historical interpretation,perspectives of observation and topics of discussion emerge in endlessly.Several of them have been extremely influential after World War II,especially in recent decades,and have become more and more popular.In the field of historical research,it can be said that a large number of interpretation models of historical research have been refreshed,as well as the way facts are recognized and disseminated.Women and gender historiography,post-colonial historiography,environmental history,public history,and new cultural history all provide new perspectives and ways to adjust people's understanding of new historical content.In the new media era,the public media has adapted to the new elements of examining history.The concept of students in the three-dimensional information world is also changing.Under such circumstances,history teaching certainly needs to keep pace with the times,and integrate new historiographical concepts into the ability and literacy cultivation of history teaching. The strengthening of historiographical integration and historiographical theory will enhance the ability to summarize historical understanding,but the relevant knowledge of the frontier of historiography involves the possibility of multiple interpretations of history.If it is integrated into the history teaching practice of secondary school,it will inevitably increase the complexity of the process of imparting historical knowledge.Frontiers of Historiography presents history from multiple perspectives,involving how to solve the problems of individual diversity and multiple interpretations of history,including multiple interpretations of concepts and historical interpretations of individual characters.The diversity of individual interpretations can involve the interference of skepticism.To solve this problem,we can deal with the "fragmentation" of historiography through frontier historiographical theories,that is,to clarify the destructive nature of skepticism,strengthen the sharing of public history,and guide exploratory thinking based on evidence.At the same time,value guidance is also an effective countermeasure to overcome the skepticism caused by multiple phenomena.It must be made clear that any pluralistic interpretation is an extension of an objective and truthful neutral position,and clear and good historical discrimination is always the yardstick for correct historical interpretation.更多还原