论历史教学论的学科定位及研究范式  

On the Subject Localization and Research Paradigm of History Teaching

作　　者：朱煜[1] 

机构地区：[1]扬州大学社会发展学院

出　　处：《课程．教材．教法》2008年第9期81-85,96,共6页Curriculum，Teaching Material and Method

基　　金：扬州大学高等教育管理研究课题;扬州大学教学改革研究课题的阶段成果。

摘　　要：历史教学论要想摆脱目前的发展窘境，在教师教育发展中赢得一席之地，在学科定位上必须重新审视，将之界定为一门具有历史专业特点的教学理论；在研究内容上关注历史课程论问题，冲破狭隘的研究藩篱，拓展研究空间；在研究范式上超越低层次的经验总结或案例分析式的研究方法，走学术型历史教学研究之路。In order to get out of the developmental dilemma and win a place in the process of teachers＇ education, the history teaching theory must review its subject localization and define it as a teaching theory with subject features of history. On research content, it should concern the issues of the curriculum theory of history, break through the narrow research fence and expand research space. On research paradigm, it should transcend the low-level experience summary or the case study research method and follow the academic road of history teaching and research. ubject localization; research paradigm

关 键 词：历史教学论 历史教学法 历史教师教育 学科定位 研究范式 

分 类 号：G633.51[文化科学—教育学]