| 汗青课程是造就人文素养的主要学科之一,反应着国度意志和社会对汗青课程的请求。而汗青课程尺度作为汗青课程的中不雅情势,是汗青课程改造的一个主要载体,与汗青课程改造有着密弗成分的接洽。据此,本文就基于中韩两国的课程尺度,以课程实际、比拟教导实际、教导目的分类实际等为实际基本,运用文献法、比拟法等研究办法,在懂得中韩初中汗青课程成长沿革的基本之上,从两国初中汗青课程的课程理念、课程性质、课程目的、课程内容、课程评价等几个方面着手,对中韩两国的初中汗青课程停止比拟剖析,得出以下结论：(1)在课程理念的比拟上,两国均强调“以工资本”的教导思惟,看重先生的成长,强调人的身分；均积极的提倡造就先生的自立性,看重造就先生的人文素养。然则,在提出措施上有着显著的针对性与统合性的差别,而且在着重点方面韩国重视人的特性与立异才能,而我国着重于基本性与周全性。(2)在课程性质的比拟上,汗青课程都是属于人文学科的进修领域,旨在造就先生的人文素养,而且都异常看重汗青的人文性与综合性。而在韩国,课程性质是对全部汗青课程而言的,而我国的课程性质是针对责任教导阶段初中生的汗青课程。(3)在课程目的的比拟上,中韩两国均重视成果性目的与体验性目的相联合的情势；对初中先生的请求是控制知识性汗青史事及概念为主；均重视造就先生从汗青的角度去对待成绩。然则,我国事三维目的系统,条理较为光鲜,我国的行动动词比韩国多；而韩国事采取条目式的枚举措施。(4)在课程内容的比拟上,中韩两国均强调时序性；看重基本性；看重本国史和政治史的进修。然则,我国将课程内容分为六个进修板块,先学本国史再学世界史；而韩国将课程内容分为四个进修板块,在每个进修板块下设若干个进修主题,穿插着进修本国史和世界史。另外,我国近古代史的内容多于现代史,而韩国现代史的内容对于近古代史。我国课程内容是在进修与政治史相干内容基本上,统筹进修经济史和文明史,而韩国课程内容进修以政治史与文明史占多数。(5)在课程评价的比拟上,中韩两国均重视“先生”,强调要与课程目的、课程内容、教授教养办法相分歧,而且要从多个方面与维度动身制订详细内容；倡导多样化的评价措施；主意让先生自动介入到评价进程中,成为介入者。然则,我国对课程评价相干内容做了具体的解释和引见,有益于现实的操作,而韩国只是扼要的对相干内容停止论述,建议性比拟强。鉴于此,可以提出以下的几点建议：第一,韩国,应当加倍重视初中阶段汗青课程和汗青学科的特征。第二,我国的课程目的陈说应恰当削减意思邻近的行动动词,以便于现实的操作。第三,在选择和组织课程内容时,两国均应依据本国的现实情形,重视分歧类型的汗青之间内容分派。第四,在课程评价方面,我国应当看重课程评价的弹性,赐与充足的施展空间。 Abstract: History curriculum is one of the main subjects of humanities quality, reflecting the will of the state and the society's request for the history course. The history of history curriculum in the curriculum as an indecent situation, is a main carrier of history curriculum reform, curriculum reform and history have a close contact. This article is based on the curriculum standard of China and South Korea, the curriculum practice, the teaching practice, the teaching objective classification, application, comparison method and other research methods, the curriculum concept, curriculum nature, curriculum content, curriculum evaluation and other aspects, the two countries have emphasized on the teaching idea of "pay", emphasizing the importance of the development of mr.. However, there are targeted and integrative differences in this method, but also in the focus of Korea pay attention to the characteristics and innovation ability of the person, and our focus on basic and comprehensive. (2) in the course of the nature of the comparison, the history course is a subject of humanities education, is designed to create a humanistic quality of the human, but also the value of the history of the human nature and the comprehensive. In South Korea, the curriculum is the nature of all history, and the nature of our curriculum is the responsibility of the students in the course of the history of junior high school students. (3) in the course of the match, China and South Korea attaches great importance to the achievement goal and objective experience combined with the situation of junior high school; the request of Mr. control knowledge of history and historical concept; value created from a historical perspective to Mr. achievements. However, I state to three-dimensional system, organized more bright, our actions more than South Korea and South Korean verb; take enumeration method entry type. (4) in the comparison of curriculum content, China and South Korea have stressed the timing; the value of the basic value; the history and political history studies. However, our teaching contents will be divided into six further plates, first learn their history to learn the history of the world; and South Korea will of course content is divided into four plates in each study, learning plate consists of a number of learning into this theme, interspersed with history and world history. In addition, the contents of the ancient history of our country more than the modern history, and modern history of South Korea's content about the history of the past. The content of curriculum in our country is to study the relevant contents of the political history, and to study the economic history and the history of civilization, while the South Korean curriculum content studies the political history and the history of civilization. (5) in the course of evaluation, the two countries have attached great importance to "Sir", with emphasis on the curriculum objectives, curriculum content, teaching methods, but also from various aspects and dimensions to develop detailed content; advocacy diversification evaluation method; the idea of the intervention to the evaluation process, become involved. However, our country has done a detailed explanation and introduction about the relevant content of the curriculum evaluation, which is helpful to the practical operation, but the South Korea is just a brief introduction to the relevant content, the proposed comparison is strong. In view of this, we can put forward the following suggestions: first, South Korea, we should redouble our attention to the junior high school stage history curriculum and the characteristics of the subject. Second, our curriculum objective should be properly cut action verbs mean Chen nearby, in order to facilitate the real operation. Third, in the selection and organization of curriculum content, the two countries should be based on the actual situation of their own country, the importance of different types of historical content distribution. Fourth, in the course of evaluation, we should value the flexibility of curriculum evaluation, and give full play space. 目录: |
