高中历史教学中文化遗产资源开发与利用的实践研究
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摘要
当前,高中新课程改革行将全面铺开,新课改是教育发展大权从中央下放到地方的过程,是全国各地从本地区的区情出发,把教育部统一颁发的课程标准进一步充实与丰富,使其具有可操作性,进而落实到课堂,落实到学生的过程。文化遗产资源作为各地历史发展的结晶,记载着某一地区不同阶层的人在不同历史时期奋斗的历程。因此,文化遗产资源作为一种地方课程,其开发利用可以帮助学生更加具体、形象地了解高中历史教材的内容,帮助学生在生活中发现与感受历史。本文从历史文化名城柳州的文化遗产资源的开发利用为例,探讨西南民族地区高中历史教学中借助文化遗产资源开发利用,实现新课改各个教学目标的路径。
笔者在本课题中,从文化遗产资源的特点以及其与历史学科教学关系方面,论述了高中历史教学中文化遗产资源的开发与利用必然性;从国内外研究的成果与教育教学现状分析了开发与利用的迫切性;从柳州具有的独特文化遗产资源分析开发与利用的可行性;并提出了开发与利用文化遗产资源的具体路径。
在此基础上,设计并实施了《走进柳侯祠走近柳宗元》、《柳州抗日文化遗产资源的开发与利用》、《从“柳江人”说起,探寻历史文化名城的足迹》三个典型案例,从国家课程、地方课程以及校本课程三个层面,对高中历史教学中文化遗产资源的开发与利用进行了探究。
文章认为:高中历史教学中开发利用文化遗产资源,对于教师的教、学生的学都是极大的挑战,但它能够有效落实新课改提出的目标,包括:历史教学中各个学科综合、交叉渗透,从小历史见大历史,疏通历史与现实之间关系,达到让历史走进学生生活,让学生在生活在感受与发现历史的目的,从而促进学生全面发展;对教师的专业发展亦是很好的促进。
At present, the new high school curriculum reform will be carried out in the new curriculum reform is the development of education from the central power decentralization process and throughout the country in the region from the District of the situation, the Ministry of Education issued by the unified curriculum standards and further enrich the rich, it is workable, then into the classroom, the students into the process. Cultural heritage resources throughout the development of history as a result of a particular region recorded in the different sectors of the people in different historical periods struggle course. Therefore, the cultural heritage resources as a local curriculum, the development can be used to help students become more specific, image understanding of the content of high school history textbooks to help students in the life history of discovery and feelings. In this paper, from a historical and cultural city of Liuzhou the development and utilization of cultural heritage resources as an example, the minority areas of Southwest High School in the teaching of history through cultural heritage resource exploitation, the new curriculum reform to achieve various objectives of the teaching path.
The author in this issue, from the characteristics of cultural heritage resources, as well as its relations with the history of teaching, the high school on the teaching of history in cultural heritage resources development and utilization of the inevitability of the results of research from at home and abroad with the status quo of educational development and the urgency of the use; Liuzhou from the unique cultural heritage resources development and utilization analysis of the feasibility of the proposed development and use of cultural heritage resources and the specific path.
On this basis, the design and implementation of the《inside LiuHou Temple approached Liuzongyuan》;《Liuzhou anti-Japanese cultural heritage resources development and utilization》;《from“Liujiangren”begins, to explore historical and cultural relics footprint》; Three typical examples from the national curriculum, local courses and three levels of school-based curriculum, teaching high school history in cultural heritage resources for the development and utilization of the Inquiry.
The article maintains that: teaching high school history in the development of cultural heritage resources, the teachers, the students are learning a great challenge, but it can effectively implement the new curriculum reform goals, including: the teaching of history in various disciplines integrated, cross - infiltration, see history from the history, and clear the relationship between history and reality, to let history into student life, and to provide students with experience in the life and history that the purpose, thereby promoting comprehensive development of the professional development of teachers is also very good promotion.
笔者在本课题中,从文化遗产资源的特点以及其与历史学科教学关系方面,论述了高中历史教学中文化遗产资源的开发与利用必然性;从国内外研究的成果与教育教学现状分析了开发与利用的迫切性;从柳州具有的独特文化遗产资源分析开发与利用的可行性;并提出了开发与利用文化遗产资源的具体路径。
在此基础上,设计并实施了《走进柳侯祠走近柳宗元》、《柳州抗日文化遗产资源的开发与利用》、《从“柳江人”说起,探寻历史文化名城的足迹》三个典型案例,从国家课程、地方课程以及校本课程三个层面,对高中历史教学中文化遗产资源的开发与利用进行了探究。
文章认为:高中历史教学中开发利用文化遗产资源,对于教师的教、学生的学都是极大的挑战,但它能够有效落实新课改提出的目标,包括:历史教学中各个学科综合、交叉渗透,从小历史见大历史,疏通历史与现实之间关系,达到让历史走进学生生活,让学生在生活在感受与发现历史的目的,从而促进学生全面发展;对教师的专业发展亦是很好的促进。
At present, the new high school curriculum reform will be carried out in the new curriculum reform is the development of education from the central power decentralization process and throughout the country in the region from the District of the situation, the Ministry of Education issued by the unified curriculum standards and further enrich the rich, it is workable, then into the classroom, the students into the process. Cultural heritage resources throughout the development of history as a result of a particular region recorded in the different sectors of the people in different historical periods struggle course. Therefore, the cultural heritage resources as a local curriculum, the development can be used to help students become more specific, image understanding of the content of high school history textbooks to help students in the life history of discovery and feelings. In this paper, from a historical and cultural city of Liuzhou the development and utilization of cultural heritage resources as an example, the minority areas of Southwest High School in the teaching of history through cultural heritage resource exploitation, the new curriculum reform to achieve various objectives of the teaching path.
The author in this issue, from the characteristics of cultural heritage resources, as well as its relations with the history of teaching, the high school on the teaching of history in cultural heritage resources development and utilization of the inevitability of the results of research from at home and abroad with the status quo of educational development and the urgency of the use; Liuzhou from the unique cultural heritage resources development and utilization analysis of the feasibility of the proposed development and use of cultural heritage resources and the specific path.
On this basis, the design and implementation of the《inside LiuHou Temple approached Liuzongyuan》;《Liuzhou anti-Japanese cultural heritage resources development and utilization》;《from“Liujiangren”begins, to explore historical and cultural relics footprint》; Three typical examples from the national curriculum, local courses and three levels of school-based curriculum, teaching high school history in cultural heritage resources for the development and utilization of the Inquiry.
The article maintains that: teaching high school history in the development of cultural heritage resources, the teachers, the students are learning a great challenge, but it can effectively implement the new curriculum reform goals, including: the teaching of history in various disciplines integrated, cross - infiltration, see history from the history, and clear the relationship between history and reality, to let history into student life, and to provide students with experience in the life and history that the purpose, thereby promoting comprehensive development of the professional development of teachers is also very good promotion.
引文
①杨秀珠.《近代中国及香港历史上的英雄儿女:香港初中学生的声音》[J],《教育学报》,2001,2
②聂幼犁.“英国历史学科 1-4 阶段成就目标和学习大纲” [J],《历史教学问题》,1991,1
③ 《马克思恩格斯选集》(第 1 卷)[M],北京:人民出版社,1972,25
④钟启泉.《历史教育展望》[M],上海:华东师范大学出版社,2002,311
⑤赵亚夫.《日本最新高中历史教学人纲》[J],《中学历史教学参考》2001, 11
⑥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.2003,4,第 1 版,5
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[3]金相成.历史教育学[M],杭州:浙江教育出版社,1994
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[5]刘宗绪.历史学科专题讲座[M],长沙:岳麓书社 2003
[6]黄牧航.历史教学与学业评价[M],广州:广东教育出版社 2005
[7]柳州市图书馆编.柳州民间山歌集录[M],南宁:广西人民出版社 2007
[8]李晓东.文物保护法概论[M].北京:学苑出版社,2002. 11.
[9]彭钢 蔡守龙.教学现场与教学细节[M],北京:教育科学出版社,2004
[10]朱煜.走进高中新课改――历史教师必读[M],南京:南京师范大学出版社 2005
[11]聂幼犁.历史课程与教学论[M],杭州:浙江教育出版社 2003
[12]邢永富.现代教育思想[M],北京:中央广播电视大学出版社,2001
[13]钟启泉.余伟民.历史教育展望[M],上海:华东师范大学出版社,2002
[14]庞卓恒.史学概论[M],北京:高等教育出版社,1995
[15]陈相武.中学历史教材教法[M],成都:西南师范大学出版社,1994
[16]冯一下、李洁.试论历史学习方式及其变革[J],历史教学,2003 (2)
[17]余文森、吴翠龄、邱永渠.公共教育学教程[M],福州:福建教育出版社,2000
[18]张大均.教育心理学[M],北京:人民教育出版社,1999
[19]冯长运、李明海.高中历史课程标准教师读本[M],武汉:华中师范大学 2003
[20]朱耀廷.中华文物古迹旅游[M],北京北京大学出版社 2003
[21]土锋.关于民族文化保护的思考[J],《青海民族研究》社会科学版,2001. 4 .
[22]徐高龄、张晓明、章建刚.文化遗产的保护与经营[M],北京:社会科学文献出版社,2002.
[23]王吴生.中学历史教学应加强文物保护教育[J] 历史教学 1996. 6.
[24]王秀莲.保护文物古迹与历史教学[J] 宁夏教育 1999.10.
②聂幼犁.“英国历史学科 1-4 阶段成就目标和学习大纲” [J],《历史教学问题》,1991,1
③ 《马克思恩格斯选集》(第 1 卷)[M],北京:人民出版社,1972,25
④钟启泉.《历史教育展望》[M],上海:华东师范大学出版社,2002,311
⑤赵亚夫.《日本最新高中历史教学人纲》[J],《中学历史教学参考》2001, 11
⑥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.2003,4,第 1 版,5
[1] 中华人民共和国教育部审订.普通高中历史课程标准[S],北京:人民教育出版社,2002.
[2]上海师范大学历史系历史教学法教研室编.中学历史教学法概论[M],上海:社会科学院出版社,1986
[3]金相成.历史教育学[M],杭州:浙江教育出版社,1994
[4]土剑佳.历史教学中爱国情感培养的内容和途径[J],历史教学问题,1996: 2.
[5]刘宗绪.历史学科专题讲座[M],长沙:岳麓书社 2003
[6]黄牧航.历史教学与学业评价[M],广州:广东教育出版社 2005
[7]柳州市图书馆编.柳州民间山歌集录[M],南宁:广西人民出版社 2007
[8]李晓东.文物保护法概论[M].北京:学苑出版社,2002. 11.
[9]彭钢 蔡守龙.教学现场与教学细节[M],北京:教育科学出版社,2004
[10]朱煜.走进高中新课改――历史教师必读[M],南京:南京师范大学出版社 2005
[11]聂幼犁.历史课程与教学论[M],杭州:浙江教育出版社 2003
[12]邢永富.现代教育思想[M],北京:中央广播电视大学出版社,2001
[13]钟启泉.余伟民.历史教育展望[M],上海:华东师范大学出版社,2002
[14]庞卓恒.史学概论[M],北京:高等教育出版社,1995
[15]陈相武.中学历史教材教法[M],成都:西南师范大学出版社,1994
[16]冯一下、李洁.试论历史学习方式及其变革[J],历史教学,2003 (2)
[17]余文森、吴翠龄、邱永渠.公共教育学教程[M],福州:福建教育出版社,2000
[18]张大均.教育心理学[M],北京:人民教育出版社,1999
[19]冯长运、李明海.高中历史课程标准教师读本[M],武汉:华中师范大学 2003
[20]朱耀廷.中华文物古迹旅游[M],北京北京大学出版社 2003
[21]土锋.关于民族文化保护的思考[J],《青海民族研究》社会科学版,2001. 4 .
[22]徐高龄、张晓明、章建刚.文化遗产的保护与经营[M],北京:社会科学文献出版社,2002.
[23]王吴生.中学历史教学应加强文物保护教育[J] 历史教学 1996. 6.
[24]王秀莲.保护文物古迹与历史教学[J] 宁夏教育 1999.10.