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随着现代教育思潮的广为传播和教学改革的不断深入,研究和建设学科教育学成为我国教育界近几年来的热门课题。作为学科教育学一支的历史教育学,亦呈现出方兴未艾、生机勃勃的态势,取得了可喜的成果。但尚属肇创阶段的历史教育学的建设中仍有诸多问题值得深入研究和探讨。本文试就其中应处理好的几个关系谈点粗浅看法,以求教各位。一、继承和发展的关系没有学科教育的历史,就没有学科教育的理论。从学科教育的发展历程来看,今天的历史教育学就是过去历史教授法和教学法的继承和发展。但这种
With the widespread dissemination of modern educational thought and the deepening of teaching reform, the research and construction of subject pedagogy has become a hot topic in the education field in China in recent years. As a branch of historical pedagogy of subject education, it has also shown a burgeoning trend and has achieved gratifying results. However, there are still many problems in the construction of historical pedagogy that are still at the stage of creation, which deserves further study and discussion. This article tries to discuss some of the relationships that should be dealt with in order to teach you. I. The relationship between inheritance and development Without the history of subject education, there is no theory of subject education. From the perspective of the development of discipline education, today’s history education is the inheritance and development of past history teaching methods and teaching methods. But this