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世界历史教学的挑战
引用本文:卢伊吉·卡亚尼,于佳. 世界历史教学的挑战[J]. 史学集刊, 2006, 30(2): 3-10
作者姓名:卢伊吉·卡亚尼  于佳
作者单位:智德大学,现当代历史学系,意大利,罗马
摘    要:当今,无论在研究领域还是教学领域,世界历史都成为最重要的议题之一。人们可以真切地感受到有关世界体系的历史研究取得了长足发展。这一新趋势削弱了传统的中、小学历史教学,传统历史教学建立在种族中心主义方法基础之上,被民族国家用于加强民族集体认同(通常与其他国家相对立)。与此相反,新的世界历史教学可以被视为一种开展不同文化间教育和加强世界主义的手段。这里建议世界历史课程计划以概念、空间和时间这三重框架为基础。概念框架集中于两个主题:人类社会的演进及其相互交往;空间框架可以持续利用与主题有关的球体投影图来展示;时间框架由基于9个时代的历史分期连接起来,另附一个时期论述未来前景。

关 键 词:世界历史  历史教学  历史课程
文章编号:0559-8095(2006)02-0003-08
收稿时间:2005-10-20
修稿时间:2005-10-20

The Challenge of Teaching World History
Luigi Cajani. The Challenge of Teaching World History[J]. Collected Papers of History Studies, 2006, 30(2): 3-10
Authors:Luigi Cajani
Affiliation:Department for Modern and Contemporary History, University La Sapienza, Rome, Italy
Abstract:At present, World History is one of the most important issues both in the research and in the didactic field. One may observe indeed an increasing development of research in the history of world - systems. This new trend undermines the traditional teaching of history in primary and secondary schools, which is based on the ethnocentric approach, by which nation states use to strengthen national collective identity, often in opposition to other states. A new teaching of world history, on the contrary, can be considered as an instrument for intercultural education and for enforcing cosmopolitism. In this paper a scheme for a world history curriculum is proposed, based on a threefold framework: conceptual, spatial and temporal. The conceptual framework is centered upon two themes: the evolution of human societies and their reciprocal interactions; the spatial framework is provided by the constant use of thematic planispheres; the temporal framework is articulated on a periodization based upon 9 eras, with an additional one dealing with future perspectives.
Keywords:world history   history did-eties  history curriculum
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