历史教科书评价的三个维度
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摘要
历史教科书是传播历史知识的重要媒介,向学习者客观、公正地传递历史信息,激发其内在的学习积极性,启发其创造性和批判性思维,使其能够在成长过程中正确、科学地使用历史知识。历史教科书应尊重历史事实,警惕极端民族主义;应唤起人们对历史的记忆,而非政治记忆。从编纂者、学习者和政府三个维度,宏观上论述了历史教科书的评价,旨在探讨历史教科书的真谛。
引文
[1]ZAJDA J. Teachers and the Politics of History School Textbooks[C]//SAHA LJ,DWORKIN A G. International Handbook of Research on Teachers and Teaching[M]. Springer Science,Business Media LLC, 2009:373–387.
[2]BENTROVATO D. History Textbook Writing in Post-conflict Societies:From Battlefeld to Site and Means of Conflict Transformation[C]//Psaltis C. History Education and Conflict Transformation. Gewerbestrasse:Springer International Publishing AG,2017.
[3]MORGAN K,Henning E. Designing a Tool for History Textbook Analysis[J]. Forum:Qualitative Social Research, 2013, 14(1).
[4]LEACH F,DUNNE M. Education, Conflict and Reconciliation:International Perspectives[M]. Bern:Peter Lang, 2007.
[5]REZAI-RASHTIA, GOLI M,MCCARTHY C. Race, Text, and the Politics of Official Knowledge:A Critical Investigation of a Social Science Textbook in Ontario[J]. Discourse:Studies in the Cultural Politics of Education, 2008, 29(4):527-540.
[6]SAKAKI A. Japanese-South Korean Textbook Talks:The Necessity of Political Leadership[J].Pacific Affairs:2012,85(2):263-286.
[7]李治亭.历史影视创作应当尊重历史[J],人民论坛,2002(9):59-61.
[8]中华人民共和国教育部.普通高中历史课程标准[M].北京:人民教育出版社,2017.
[9]CHOE, SANG-HUN. South Korea’s New Leader Abolishes State-Issued History Textbooks[N]. New York Times, 2017-05-02.
[10]SCHUDSON M. Textbook Politics[J]. Journal of Communication, 1994, 44(l):43-51.
[11]SEIM J. Approaching the Past:A Tangled Interplay of Memory,Political Choices and Historical Science with Examples from the Nordic and Baltic Countries and Romania[J]. The Romanian Journal for Baltic and Nordic Studies, 2015, 7(2):55-68.
[2]BENTROVATO D. History Textbook Writing in Post-conflict Societies:From Battlefeld to Site and Means of Conflict Transformation[C]//Psaltis C. History Education and Conflict Transformation. Gewerbestrasse:Springer International Publishing AG,2017.
[3]MORGAN K,Henning E. Designing a Tool for History Textbook Analysis[J]. Forum:Qualitative Social Research, 2013, 14(1).
[4]LEACH F,DUNNE M. Education, Conflict and Reconciliation:International Perspectives[M]. Bern:Peter Lang, 2007.
[5]REZAI-RASHTIA, GOLI M,MCCARTHY C. Race, Text, and the Politics of Official Knowledge:A Critical Investigation of a Social Science Textbook in Ontario[J]. Discourse:Studies in the Cultural Politics of Education, 2008, 29(4):527-540.
[6]SAKAKI A. Japanese-South Korean Textbook Talks:The Necessity of Political Leadership[J].Pacific Affairs:2012,85(2):263-286.
[7]李治亭.历史影视创作应当尊重历史[J],人民论坛,2002(9):59-61.
[8]中华人民共和国教育部.普通高中历史课程标准[M].北京:人民教育出版社,2017.
[9]CHOE, SANG-HUN. South Korea’s New Leader Abolishes State-Issued History Textbooks[N]. New York Times, 2017-05-02.
[10]SCHUDSON M. Textbook Politics[J]. Journal of Communication, 1994, 44(l):43-51.
[11]SEIM J. Approaching the Past:A Tangled Interplay of Memory,Political Choices and Historical Science with Examples from the Nordic and Baltic Countries and Romania[J]. The Romanian Journal for Baltic and Nordic Studies, 2015, 7(2):55-68.