历史课程改革如何回应中华优秀传统文化教育
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摘要
中华优秀传统文化具有丰富的立德树人的价值,历史课程对于实施传统文化教育有着天然的优势。当前,有必要也有可能通过历史课程改革将这种优势充分彰显出来。具体而言,中学历史课程可以从三个方面给予积极的回应,即认识中华优秀传统文化的教化功能、探索中华优秀传统文化的教育策略、发挥中华优秀传统文化教育的课程张力。这三方面是一个文化精神、教育行为与课程结构三要素的有机递进与贯通。
Looking at the Chinese traditional culture from the perspective of history curriculum, it has a rich value of strengthening moral education and cultivating people, and the history curriculum has a natural advantage for the implementation of traditional cultural education. At present, it is necessary and possible to demonstrate this advantage through history curriculum reform. Specifically,the historical curriculum reform should give positive responses from three aspects, which are the education functions to understand the Chinese excellent traditional culture, the educational strategies to explore the Chinese excellent traditional culture, and the attractions of curriculum to promote the Chinese excellent traditional culture. These three aspects actually represent the three key elements in the reform: cultural spirit, educational behavior and curriculum structure, which are integrated into an organic whole.
Looking at the Chinese traditional culture from the perspective of history curriculum, it has a rich value of strengthening moral education and cultivating people, and the history curriculum has a natural advantage for the implementation of traditional cultural education. At present, it is necessary and possible to demonstrate this advantage through history curriculum reform. Specifically,the historical curriculum reform should give positive responses from three aspects, which are the education functions to understand the Chinese excellent traditional culture, the educational strategies to explore the Chinese excellent traditional culture, and the attractions of curriculum to promote the Chinese excellent traditional culture. These three aspects actually represent the three key elements in the reform: cultural spirit, educational behavior and curriculum structure, which are integrated into an organic whole.
引文
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[2]周振甫.周易译注[M].北京:中华书局,2012.
[3]李梦生.左传译注[M].上海:上海古籍出版社,2009.
[4]顾伟列.中国文化通论[M].上海:华东师范大学出版社,2005.
[5]张岱年.中国国学传统[M].北京:北京大学出版社,2016.
[6]张立文.日用儒学与国民精神[N].光明日报,2016-07-21.
[7]中华人民共和国教育部.完善中华优秀传统文化教育指导纲要(教社科[2014] 3号)[S].
[8]朱熹.四书集注[M].长沙:岳麓书社,1987.
[9]冯天瑜,何晓明,周积明.中华文化史[M].上海:上海人民出版社,1990.
[10]邵汉明.中国文化研究二十年[M].北京:人民出版社,2003.
[11]中华人民共和国教育部.义务教育历史课程标准(2011年版)[S].北京:北京师范大学出版社,2012.
[12]中华人民共和国教育部.普通高中历史课程标准(实验)[S].北京:人民教育出版社,2003.
[13]中华人民共和国教育部.普通高中历史课程标准(2017年版)[S].北京:人民教育出版社,2018.
[14]陈青之.中国教育史[M].长沙:岳麓书社,2010.
[15]马克垚.世界文明史[M].北京:北京大学出版社,2004.