| 跟着世界列国之间政治、经济和文明的赓续接洽和成长,增进了对年青一代教导的研究,也增进了列国之间有关教科书的互相进修和自创。最近几年来,中韩两国与美、英、日等列国在汗青教科书长进行了比拟,并获得了必定的结果。然则中韩两国之间汗青教科书的比拟甚少。本研究是经由过程比拟剖析中韩两国初中世界史教科书(中国的初中教科书名为世界汗青,韩国的初中教科书名为汗青,由于两国教科书比拟的是世界史部门,所以论文中统称为世界史教科书)的配合点和分歧点,找出各自的长处并停止成因剖析,为中韩两国初中世界史教科书的编写供给建议。本文重要采取文献法、比拟法和内容剖析法,对中韩两国初中世界史教科书的课文帮助体系和课文体系比拟剖析,得出以下结论：(1)从教科书书前解释来看,中国初中世界汗青教科书在里讲述了教科书的顺应群体及教授教养时数等外容,韩国初中汗青教科书在中讲述的年夜单位的详细组成及如许支配的缘由。(2)从教科书目次来看,韩国初中汗青教科书的年夜单位具有激烈的主题性质,而中国初中世界史教科书的年夜单位是归纳综合了中单位的一切内容。别的,韩国初中汗青教科书和中国初中世界史教科书比拟较而言在最初部门加倍丰硕多彩。(3)从教科书课条件要来看,韩国世界史教科书中有该单位所处汗青时代的国史与世界史联合的年表,还以简略清楚明了的几句话告知先生本单位该进修的重点内容都有哪些。中国世界史教科书课文前导语更偏向于以故事导入新课。(4)从教科书课文注解来看,中韩两国初中世界史教科书种所占比例较年夜的是课旁题注、课文注解和重要概念。分歧的是,韩国初中汗青教科书的课旁题注在新一轮教科书改造中以‘研讨’的名义涌现。(5)从教科书插图来看,韩国初中汗青教科书世界史部门的插图是中国初中世界汗青教科书的2倍。两国初中世界史教科书中视觉材料占年夜部门,复合伙料和文献材料占一小部门。(6)从教科书课后习题来看,韩国初中汗青教科书的课后习题有各类各样的措施,而中国初中世界史教科书的课后习题款式单调、无趣。(7)从教科书书后附录来看,韩国初中汗青教科书的附录比中国初中世界史教科书的附录品种单一,描写的活泼出色,对先生懂得该教科书,懂得新的汗青常识供给了许多的赞助。(8)从教科书根本课文的课题来看,虽有很多类似的课题内容,然则所讲述的着重点有所分歧。从用词下去讲,韩国初中汗青教科书比中国初中世界史教科书加倍柔和、浅显易懂。(9)从教科书弥补性课文来看,绝关于中国初中世界史教科书原封不动的措施,韩国初中汗青教科书的弥补性课文类型单一,款式多彩多样。(10)从教科书史料性课文来看,中国初中世界史教科书更偏向于文字材料,而韩国初中汗青教科书更偏向于什物材料。总的来讲,中韩两国初中汗青教科书的比拟中,韩国初中汗青教科书比中国初中世界史教科书加倍活泼出色并切近生涯。这也跟两国教科书出书相差10年时光有关。依据以上结论,为中韩两国初中世界史教科书提出了以下建议：(1)建议中国汗青教科书的书前解释把插图和文字联合起来引见教科书的详细构造。(2)建议中国教科书的单位导语里增长该单位进修的内容都有哪些,并联合该单位内容的中国汗青构成大年表供先生参考并构成一个汗青框架。(3)建议韩国初中汗青教科书世界史部门来讲削减视觉材料、弥补复合伙料和文献材料,建议中国初中世界史教科书削减视觉材料、弥补复合伙料、坚持文献材料。(4)建议中国汗青教科书的课后习题的类型可以停止多样的变更,还建议中国汗青教科书的运动研讨栏目解脱单调的框框,构成丰硕多彩措施。(5)建议韩国汗青教科书削减弥补文的重量,而增长一些史料文,特别是文字材料,解脱教科册页面纷乱的感到,也能够使汗青教科书内在到达一些均衡。建议中国汗青教科书的根本文及弥补文的描写变得细腻一些,易懂一些。 Abstract: With the world politics, economic and cultural contacts and continuously grow, to enhance the young generation teaching research, but also to enhance the mutual learning between nations and their relevant textbooks. In recent years, China and South Korea and the United States, Britain, Japan and other countries in the history of the long history textbooks, and obtained a certain result. But the history books of the two countries, but relatively little. This research is to analyze the history of the world history textbook in China and South Korea, which is called the history of the world history textbook, and the cooperation and differences of the two textbooks. This paper adopts literature method, comparison method and content analysis method, comparative analysis of China and South Korea world history textbook of the junior high school to help the text system and text system, draw the following conclusions: (1) from the interpretation of textbook book before, Chinese junior high school textbooks in the history of the world "explanations of about the adaptation groups and teaching hours etc. let the textbook, the reason with such composition and history textbooks in Korean junior high school" composition and characteristics about the unit > Nianye control. (2) from the textbook contents, the junior high school history textbooks in South Korea Nianye unit has the intense nature of the theme, and the history of the world's junior high school textbooks Chinese unit is summarized all the contents in the unit. In addition, South Korea's history textbook and junior high school history textbooks in the first part of the book is more rich and colorful. (3) from the textbook class conditions of view, South Korea in the world history textbook unit where the history time history and world history combined with the chronology, which have also told Mr to brief clear a few words of this study focus on the content of the unit. Chinese world history textbook is more biased in favor of the story into a new lesson. (4) from the point of view of the text of the textbook, the proportion of junior high school world history textbooks in China and South Korea are the main topic of the lesson, the notes of the text and the important concepts. The difference is that the course of the history of South Korea's junior high school history textbooks in the new round of reform of the textbook to 'explore' the name of the emergence of. (5) from the textbook illustrations, the history of the world history textbook of junior high school history textbook is 2 times the world history textbook in junior high school. The two countries in the world history textbook in Junior High School of visual material in the majority of the Department, composite materials and literature materials accounted for a small sector. (6) from the textbook after-school exercises, South Korea history textbooks of junior high school history textbooks have a variety of methods, and the history of China's junior high school textbooks of after-school exercise style monotonous, boring. (7) from the textbook appendix after junior high school history textbook appendix, South Korea than Chinese world history textbook appendix varieties of junior high school is single, lively description of the textbook to understand well, sir, how the new historical knowledge of supply a lot of sponsorship. (8) from the subject of the text of the textbook, although there are a lot of similar topics, but the focus of the story is divided. From the use of the word, South Korea history textbooks in junior high school history textbooks in junior high school is more soft, easy to understand. (9) from the textbook for text, relative to the method of world history textbooks of junior high school Chinese wholly intact, single for Korean junior high school history textbook text type, colorful and diverse styles. (10) from the textbook of historical text, textbook of junior high school China world history more text materials, while the Korean junior high school history textbooks tend to be more material things. In general, compared to China and South Korea in the history textbooks of junior high school, junior high school history textbooks in Korea than textbooks China junior high school world history and the closest career double lively good. This book is 10 years with two textbooks about time. Based on the above conclusions, the following suggestions are put forward: (1) the book of Chinese history textbooks recommended that the book of Chinese history textbooks to explain the detailed structure of the text and illustrations. (2) what are the recommended units lead growth in the unit China textbooks to learn the content, and the content of the joint unit Chinese history constitute chronology and constitute a reference for Mr. history frame. (3) suggest that South Korea's history textbooks in junior high school history of the world to reduce visual materials, make up the composite materials and literature materials, recommended that China's junior high school world history textbook Cut visual materials, make up the composite group, adhere to the literature. (4) China history textbooks suggest types of after-school exercise can stop the various changes, also suggested that the Chinese history textbook of column free monotonous movement patterns, constitute a colorful method. (5) suggested that South Korea cut the history textbook for weight, and growth of some historical writing, especially the writing material, feel free to teach science book page chaotic, also can make the history textbook within reach some equilibrium. It is suggested that the basic text of the Chinese history textbook and the description of the text be made. 目录: |
