“新课标”背景下初中历史课堂传播中的涵化效果与情感认同——基于跨学科主题学习活动设计的分析  

Cultivation Effects and Emotional Identity in the Communication of Junior High School History Classrooms under the Background of"New Curriculum Standards"An Analysis Based on the Design of Interdisciplinary Theme-based Learning Activities

作　　者：韩静 HAN Jing

机构地区：[1]吉化第九中学

出　　处：《吉林省教育学院学报》2023年第8期152-156,共5页Journal of Jilin Provincial Institute of Education

摘　　要：随着情感要素在课程文件中得以提炼并持续凸显,在原有“情感、态度、价值观”基础上更新情感认同的内容指向及其培养机制,是“新课标”背景下课程设计必须回应的问题。在初中历史教学中强化情感认同,既是“新课标”对义务教育历史课程的目标要求,也是推进“新课标”实践转化的现实需要。基于情感认同价值与涵化效果反思跨学科主题学习活动设计,既要科学设置课程目标,关注多元情境中的情感同一性辨识,着眼于情感要素的层次性,系统把握情感认同的生成逻辑;同时也应协调涵化变量,注重历史资源网络整合,并建立交互涵化机制,深化活动纵向延伸,从而反哺跨学科主题学习的多元价值。As emotional elements are refined and continuously highlighted in curriculum documents,updating the content direction and cultivation mechanism of emotional identity on the basis of the original"emotions,attitudes,and values"is a problem that curriculum design must respond to under the background of"new curriculum standards".Strengthening emotional identification in junior high school history teaching is not only a goal requirement of"new curriculum standards"for compulsory education history courses,but also a practical need to promote the practical transformation of the"new curriculum standards".Reflecting on the design of interdisciplinary subject learning activities based on the value of emotional identity and cultivation effect,it is necessary to scientifically set curriculum goals,pay attention to the identification of emotional identity in diverse contexts,focus on the hierarchy of emotional elements,and systematically grasp the generation logic of emotional identity.At the same time,it is necessary to harmonize the cultivation variables,pay attention to the integration of historical resource networks,and establish interactive cultural mechanisms to deepen the vertical extension of activities,thereby nurturing diverse values of interdisciplinary subject learning.

关 键 词：《义务教育历史课程标准(2022年版)》 情感认同 涵化 跨学科主题学习 

分 类 号：G633.55[文化科学—教育学]