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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。
Today, world history has become one of the most important issues in both research and teaching. One can truly feel that great progress has been made in the historical study of the world system. This new trend undermines the traditional teaching of history in primary and secondary schools. Traditional history teaching is based on the ethnocentric method and is used by nation states to strengthen collective national identity (usually as opposed to other countries). In contrast, the teaching of a new world history can be seen as a means of intercultural education and cosmopolitanism. It is suggested here that the program of world history curriculum be based on the triple framework of concept, space and time. The conceptual framework focuses on two themes: the evolution of human society and its interaction with each other; the spatial framework can be continuously demonstrated using the thematic projection of the sphere; the time frame is linked by historical staging based on 9 epochs, with a separate epilogue Future prospects.