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试论初中历史教学中的中国古代民族关系史的教学

【作者】 王静

【导师】 叶小兵;

【作者基本信息】 首都师范大学, 学科教学, 2017, 硕士

【摘要】 我国是一个统一的多民族国家,各民族虽然人数上存在差异,但都有自己的历史,且都对祖国的形成和发展作出了突出的贡献。在长期的历史交往和互动过程中,各族人民相互帮助,共同进步,共同对抗阶级压迫和民族压迫,共同反抗外来侵略,共同缔造了中华民族的灿烂历史,在历史长河中都留下了不可磨灭的印迹。因而,从统一多民族国家的基本国情来看,加强青少年学生民族知识教育或民族团结教育势在必行。历史学科是基础教育阶段重要的一门人文学科,它的功用是“认识和阐释人类社会的发展进程及其规律”、“具有提高国民素质的教育功能”。因而,作为历史教师,在今后的历史教学中,能否在历史教学中正确阐述民族关系、正确处理好民族关系史的教学内容,对树立学生正确的民族意识和民族观念、具有准确的民族认同感,具有重要的引领作用。本文意在通过对初中历史教学中关于中国古代民族关系史的部分作一梳理,从而为现行的历史教学提供建设性意见。本文共分为五个部分来阐述:第一部分为前言,主要介绍在历史教学中,中国古代民族关系史的研究现状、本文涉及的研究资料、研究方法以及本文研究的意义。由于到目前为止,还没有一部专门针对中国古代民族关系史教学研究的著作问世,因此,本人进行这方面的尝试和探索,应该是比较有意义的。第二部分主要对中国古代民族关系史教学的定义作一阐述,分别从民族关系在中国古代历史发展进程中所体现的重要作用及历史教学中的重要作用两方面展开阐述和说明。第三部分主要是对中国古代民族关系史在初中历史教材中的分类进行归纳概括,总体来说,主要分为以下几个方面:民族的起源与发展;统一多民族国家的发展;少数民族政权的建立;民族之间的友好交往;民族之间的战争等等。通过对教材中有关民族关系史的内容作一整合归纳,从而理清线索,为进一步的阐述奠定基础。第四部分主要对初中历史教学中关于古代民族关系史中存在的一些问题进行分析阐述。这主要体现在教师教学中意识观念上存在的问题;概念阐述的问题;对具体知识的阐述问题;对民族史的主要内容的把握问题;对历史人物讲述问题等等。通过对历史教学实践中存在问题的表述引发历史教育者的深思,以避免关于民族关系史教学中的误区。第五部分是本文的重点之所在,主要是针对上述教学中存在的一些问题,提出一些建设性意见,真正发挥理论指导实践的作用,这也是本研究的真正目的和终极目标所在。关于教学中的建议,笔者主要分为两大部分:即教师意识、观念的改变;教学策略的改变。

【Abstract】 China is a united multi-ethnic country. Although the number of the all the ethnic groups are differences, all of them have its own history and contributing greatly on the formation and development of the motherland. In the long history of communication and interaction process, the people of all nationalities help each other and progress commonly. In the same time, they fight against the class oppression and national oppression and resist the foreign national aggression. They work together to create the brilliant history of the Chinese nation. They have left a non-indelible imprint in the long history. Thus, from the basic national conditions of unified multi-ethnic country, it is imperative to strengthen the national knowledge and the ethnic unity education to the young students.History is an important arts subjects in the stage of basic education. Its function is "understanding and interpreting of the development process and the law of human society ". It has the function of improving the quality of education". Thus, as a teacher, correctly interpreting ethnic relations, properly handle the history of ethnic relations content is very import for the students to establish correct national consciousness and national identity.This article is intended to make a comb through in the history teaching of junior high school on the part of the Chinese ancient history of ethnic relations aiming to offer constructive comments for the current teaching.This essay is divided into five sections to demonstrate.The first part is the introduction. It mainly introduces the status of research in the history of Chinese ancient ethnic relations, involve in the research data in this article, research methods and the study significance. Until now, there is no monograph about the research of the history of ethnic relations in ancient Chinese coming out. My try and explore in this regard will be meaningful.The second part is about a definition of Chinese ancient ethnic relation in history teaching. I will make a introduce from the following part:the important role in the development process of ancient Chinese history and the important role in the history teaching.The third part is to summarize the classification about the ethnic relations of Chinese ancient history in the textbooks of junior school.In the whole, I divide this part into the following aspects, namely: the origin and development of the nation; the development of a unified multi-ethnic country; minority regime’s build; the friendly exchanges between nations; the war between nations, and so on. According the induction on the ethnic relations in the textbooks, we can sort out the clues and lay a foundation for further elaboration.The fourth part will discuss some problems on the ethnic relations of ancient history in the junior high school. This is mainly reflected in the following aspects:problems in teachers’ awareness and concept; the elaborate of the concept; the elaboration of specific knowledge; the grasp about the main idea of the national history; the explain about the historical figures. Through the formulation to problems in the practice of the history teaching, The history educators should have a ponder in order to avoid misunderstanding in the practice.The fifth part is the most import part in this paper. According the problems above, I will make some constructive comments to fully play the role of theory guide practice. This is the true purpose and ultimate goal of this study. On the recommendations of the teaching, the author is mainly divided into two parts:the changes of teachers’ awareness and the concept; the changes of teaching strategies.

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  • 【网络出版投稿人】 首都师范大学
  • 【分类号】G633.51
  • 【下载频次】65
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