美国基础教育历史科国家课程标准的解析及启示
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摘要
在近百年世界课程改革的各次浪潮中,美国是积极的参与者甚至是主导者,美国90年代基础教育课程改革主要集中于课程标准的制订与“基于标准”的改革上。美国90年代以来历史科课程改革主要是围绕着美国《历史科国家课程标准》进行的,该标准对美国的历史教育起着关键的指导作用。
在我国《历史课程标准》出台之后,探讨美国基础教育历史科国家课程标准并对比我国历史课程标准,将有助于我们把握该标准的特点,了解该标准的实施情况,并为我国历史课程标准的研制及基于标准的历史教育改革提供借鉴。
本文由导言、正文和结语组成。导言主要说明选题背景和意义、论文的研究方法、基本框架,并对与本论文相关的几个概念进行界定。正文包括四部分。第一部分回顾美国历史课程改革的发展历史与美国《历史科国家课程标准》制订的背景;第二部分重点探讨该标准在体系结构、课程目标、课程内容的选择和课程内容的组织等方面的特点,挖掘形成这些特点的原因;第三部分分析该标准在州、地区和课堂等具体领域的实施情况;第四部分则是对美国《历史科国家课程标准》和我国《历史课程标准》进行比较,并从中引申出对我国《历史课程标准》的研制和运用标准推动我国的历史教育有可能借鉴意义的几点启示。最后一部分是结语。
In the history of curriculum reforms of the world for hundred years,America participates actively in it and even is a leader.In the United States,the curriculum reform in basic education focuses on the formulating of curriculum standards and "Standard-based Reform" in 1990.The reform of history curriculum is around the National Standards for History.This standard plays an important role in the history education.
Detailed study of National Standards for History will help us to grasp the characteristics of this standard.We can also know the implementation of this standard in USA.And some enlightment about the formulating of history standards and "Standard-based Reform" in history education can be gained by comparing the history standards between China and USA.
This dissertation is composed of an introduction,a text and a conclusion.Firstly,the introduction briefly concerns the background and significance of this study,the research methods and content framework,clarifies the related definition about this dissertation.The text includes four parts. Part one begins with the historical review of history curriculum in USA.Then the background of National Standards for History is analyzed in detail.Part two states the general situation of the standards,then Probes into the characteristics of the standards in curriculum objectives,the arrangement systems,the selection of subject matter and the organization of subject matter.The factors that cause these characteristics are analyzed later.Part three looks into the implementation of the standards in state,district and classroom.Part four compares National Standards for History with the standards in history curriculum in China,providing some useful recommendation for history standards and history education in China.The last part is the epilogue.
在我国《历史课程标准》出台之后,探讨美国基础教育历史科国家课程标准并对比我国历史课程标准,将有助于我们把握该标准的特点,了解该标准的实施情况,并为我国历史课程标准的研制及基于标准的历史教育改革提供借鉴。
本文由导言、正文和结语组成。导言主要说明选题背景和意义、论文的研究方法、基本框架,并对与本论文相关的几个概念进行界定。正文包括四部分。第一部分回顾美国历史课程改革的发展历史与美国《历史科国家课程标准》制订的背景;第二部分重点探讨该标准在体系结构、课程目标、课程内容的选择和课程内容的组织等方面的特点,挖掘形成这些特点的原因;第三部分分析该标准在州、地区和课堂等具体领域的实施情况;第四部分则是对美国《历史科国家课程标准》和我国《历史课程标准》进行比较,并从中引申出对我国《历史课程标准》的研制和运用标准推动我国的历史教育有可能借鉴意义的几点启示。最后一部分是结语。
In the history of curriculum reforms of the world for hundred years,America participates actively in it and even is a leader.In the United States,the curriculum reform in basic education focuses on the formulating of curriculum standards and "Standard-based Reform" in 1990.The reform of history curriculum is around the National Standards for History.This standard plays an important role in the history education.
Detailed study of National Standards for History will help us to grasp the characteristics of this standard.We can also know the implementation of this standard in USA.And some enlightment about the formulating of history standards and "Standard-based Reform" in history education can be gained by comparing the history standards between China and USA.
This dissertation is composed of an introduction,a text and a conclusion.Firstly,the introduction briefly concerns the background and significance of this study,the research methods and content framework,clarifies the related definition about this dissertation.The text includes four parts. Part one begins with the historical review of history curriculum in USA.Then the background of National Standards for History is analyzed in detail.Part two states the general situation of the standards,then Probes into the characteristics of the standards in curriculum objectives,the arrangement systems,the selection of subject matter and the organization of subject matter.The factors that cause these characteristics are analyzed later.Part three looks into the implementation of the standards in state,district and classroom.Part four compares National Standards for History with the standards in history curriculum in China,providing some useful recommendation for history standards and history education in China.The last part is the epilogue.
引文
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