论文部分内容阅读
一、历史教育“职业性立场”问题当教育裸露在突兀到来的发展商品经济时期,历史教学该怎么办?勿庸讳言,近年来历史教学除文科班学生尚有较强的动力外,余者学习历史的目的与动力何在?实在是不甚了了。当然,把历史教育的一切沮丧都推诿于“大气候”自然是最轻巧之事,但却无法弥补我们历史教育工作者自身的缺憾,当我们冷静地反思几十年来历史教育的工作质量,职业成就时就会发现,我们至今并未真正走上历史教育的“本职道路”,我们历史教育的“本职立场”是不坚定的。什么是历史教育“本职立场”?概言之,即人们长期以来形成的对历史教育最基本、最显著的功能的稳定的共识。那就是“学史使人明智”,学史可使
I. The question of “professional position” in history education When education is exposed in the development of commodity economy during the period of unexpected development, what should be done in history teaching? Needless to say, in history, in addition to liberal arts students in history teaching, there is still a strong motivation. What is the purpose and motivation of learning history? It is not really. Of course, pushing all the frustrations of history education to the “big climate” is naturally the most light thing, but it cannot compensate for the shortcomings of our history educators themselves. When we calmly reflect on the quality of work in history education for decades, professional achievements It will be discovered that we have not really embarked on the “road of our own” in history education, and our “historical position” in history education is not firm. What is the historical position of “historical education?” In summary, the long-established consensus on the most basic and significant functions of historical education. That is, “study history makes people wise”.