试论高中历史教育的三维目标  

Discussion on the Three-Dimensional Goal of History Education in Senior High Schools

作　　者：张汉林[1] 

机构地区：[1]北京市西城区教育研修学院,北京100034

出　　处：《课程．教材．教法》2014年第2期94-98,共5页Curriculum，Teaching Material and Method

摘　　要：在历史教育界,三维目标一体究竟如何定位,目前尚欠缺探讨。"方法"目标应该包括哪些具体的方法,深入研究者较少;"过程"是不是目标,争议很大,大家仍在探讨之中。按照课程标准中关于三维目标的表述,第一,知识目标是"求诸外",情感态度与价值观目标则是"返诸内",能力、过程与方法目标则是桥梁。第二,依据学生思维的对象——史料、史实、结论,可把历史能力与方法分为互相联系的三种能力和十四种方法。第三,历史思维过程可以成为目标,但由于历史思维过程的开放性与复杂性,很难也没有必要在课程标准中罗列可以成为目标的历史思维过程。In the field of history teaching, there is quite a lack of discussion about how to unify the three-dimensional goal at present exactly. Few people have done research into what are the specific methods that should be included in the ＂methods＂ goal, and whether the ＂process＂ is a part of the goal remains a controversial issue, which is still in discussion. According to the three-dimensional goal of the curriculum standards, first of all, the knowledge objective is ＂what students get from outside＂. Mean- while, the emotional attitude and value concept is ＂what students give back to the heart through the study＂. The ability, the process and the method, all of them constitute a bridge between the objective and the emotional attitude and value concept. Secondly, the history and methods can be divided into three interconnected abilities and fourteen kinds of methods according to the thinking of the students -- histori- cal materials, historical facts and conclusions. Thirdly, the thinking process of history could be a part of the goal. Nevertheless, it is difficult and unnecessary to list the historical thinking process as a part of the goal because of the openness and complexity of the historical thinking process.

关 键 词：高中历史教育 三维目标 

分 类 号：G633.55[文化科学—教育学]