中德历史教育文化交流课程（第三辑）
The Second Course Log of Sino-German History Education and Cultural Exchange
《中德历史教育文化交流》
第二次课程日志
主讲人及主题 Facilitator & Theme |
沃伯林博士 历史教学的主要原则 （1）以科学为导向的历史教学原则 Michael Wobring Didactic principles of teaching history (1) Science-oriented principles for teaching history |
主持人 Host |
卜琳 副教授 Bu Lin associate professor 于海兵 讲师 Yu Haibing lecturer |
上课时间 Class Time |
4月18日18：00—20：00 April 18., 6.00-8.00 p.m. |
转录成员 Translation Team |
胡紫怡 张小娟 袁野 王晶圣 Hu Ziyi Zhang Xiaojuan Yuan Ye Wang Jingsheng |
主要内容 Main Content |
这节课主要讲述了历史教学的主要原则之一——以科学为导向及其与历史教学的关系，以及“史料来源”原则和“多元视角”原则在实践中的科学定位。科学性作为历史教学设计的重要特性，是对历史史实的尊重和客观反映。在历史教学中，要尊重史料的真实性。同时，课堂上应尽可能实现史料的重要作用。教学过程还应该主动融入历史文化、批判性历史意识和反思性历史意识。科学导向是一个整体原则，历史教学理念、理论和教学方法都应遵循这一原则，在历史教学中遵循历史科学的原理和工作方法。 This lesson focuses on one of the main principles of history teaching, the principle of science-oriented history teaching and its relationship with history teaching, the principle of "historical data source" and the principle of "multi-perspective" in today's scientific orientation. As an important feature of history teaching design, scientificity is the respect and objective reflection of historical facts. In history teaching, we should respect the truthfulness of historical materials, at the same time, the central role of historical materials work should be clarified in the classroom as far as possible. In the process of teaching, history education also needs to have the ability of integrating history and culture, criticizing history consciousness and reflecting history consciousness. Scientific guidance is a whole principle, which is followed by history teaching idea, theory and teaching method. It simulates the principles and working methods of history science in history teaching. |
心得体会
1
袁野
Yuan Ye
专业：历史学
年级：2020级
Major:History
Grade: 2020
在本节课的学习中，我感到收获颇丰，受益匪浅。我明白了科学的认知和方法在历史教学中的重要性。在历史教学中以科学为导向是十分重要的一个历史教学原则，虽然历史有很强的主观性。黑格尔就提出“反思的历史”和“哲学的历史”，他强调对历史合理的解释，但对历史事实的强调不足。胡适曾说过，历史是任人打扮的小姑娘，好像历史是可以任意解释的。而兰克史学则单纯的强调历史的客观性，认为历史只是对过去发生事情的记载，不应该过分的解读甚至解构历史。古希腊历史学家希罗多德和修昔底德也强调历史就是对历史事件的记载。这些对历史的解释都不够科学和完整。通过这节课的学习，我初步明白了为何历史教学要以科学为导向。所谓的科学导向就是，明确史料来源的可靠性、用多元的视角去看待史料、分析历史的时候要联系当下、要用多重因果论来看待历史事件，学习教授历史时，要学会视角转移。
此外，我也明白了要理性看待历史教科书，尽信书不如无书，要有批判性思维。以下是通过学习本课，以及平时历史学习中对科学性历史教学原则的一些思考。
史与论相结合。“史”指材料，即具体的时间、地点、人物、事件等。“论”指论点，即用唯物史观去揭示历史发展的本质和规律。马克思说“不论在自然科学或历史科学的领域中都必须从既有的事实出发。”
偶然性和必然性相结合。偶然性是指构成历史过程的单个历史事件，它反映了历史发展的多样性。必然性是指历史发展的总趋势或总方向，它反映了历史发展的统一性。正如恩格斯评价拿破仑那样：恰巧拿破仑这个科西嘉岛人做了被战争弄得精疲力竭的法兰西共和国所需要的军事独裁者——这是一个偶然现象。但是，假如不曾有拿破仑这个人，那么他的角色是会由另外一个人来扮演的”。时势造英雄，这是历史必然性，而不是英雄造时势。但哪个英雄的产生又是历史偶然性？
古为今用相结合。司马迁写《史记》的宗旨在于“究天人之际，通古今之变”；宋神宗为司马光的史书题名“鉴于往事，有资于治道”。学习历史是为了在反思历史的基础上，认识现实，展望未来。帮助学生用所学历史知识去观察和分析社会中的现实问题要引导学生多接触现实生活，尽快熟悉社会。因为对现实的理解，也可以更好的审识历史。在历史教学中，应该有意识的选择贴近现实生活的有关材料，以沟通历史与现实的关系，缩小历史与现实的差距，赋予历史以时代气息。在历史教学中，防止出现古今分离，颂古非今，以今诽古和以今变古的不良倾向。
历史主义与阶段观点相结合。历史主义是要求历史教学从科学性角度出发，实事求是的从具体的时间、，地点、人物、条件出发，对客观历史进行具体分析，并给予恰当的阐释和评价，这是历史辩证法在历史教学领域的具体运用。阶级分析是用阶级观点来剖析历史现象，探究历史问题，以揭示历史本质，体现历史的革命性，这是历史唯物主义在历史教学领域的具体运用。列宁所说：“在分析任何一个社会问题，马克思主义理论的绝对要求，就是要把问题提到一定的历史范围之内”。
系统讲述与重点突出相结合。历史发展的时序性和历史知识的因果联系性的特征，要求历史教学按年代顺序的先后系统的进行。如何在有限的时间内达到最好的教学效果，这就要突出重点，也就是说在教学过程当中，不能面面俱到，而是根据历史发展的特点，分清主次，区别轻重，突出重点，抓住关键。课标要求学生重要的历史人物、历史事件、历史现象、掌握历史概念和历史发展的基本线索。前者体现了突出重点，后者强调了历史发展的系统性。要处理好重点与一般的关系，重点不能成为孤点，应该在突出重点的前提下，连点成线，一般应体现为保证历史系统性和完整性。
历史认知与历史体验相结合的原则。认知是学生对历史知识组织和重新组织，属于智力因素范畴，它是学生历史学习的基础与结果。体验是指学生对历史事实的认知而产生的历史情感和历史意识。他们都属于非智力因素范畴。在教学中，必须把学生对历史的体验、情感、意志引入历史认知过程中，在这个过程中，学生的历史学习不再是单纯的历史认知，而是渗透到学生情感、态度、价值观层面，学生才能在动之以情中做到全面发展。历史教师应在教学中努力寻求学生历史认知与体验的切合点，以达到晓之以理与动之以情的有机结合和高度统一。
In the study of this class, I feel a lot of harvest, benefit a lot. I understand the importance of scientific cognition and methods in history teaching. It is a very important principle in history teaching to take science as the important guidance. Although history can be very subjective. Hegel proposed "reflective history" and "philosophical history". He emphasized the rational explanation of history, but not enough emphasis on historical facts. Hu Shi once said that history is a little girl who can be dressed up. As if history were open to arbitrary interpretation. Ranke's historiography, on the other hand, simply emphasizes the objectivity of history, believing that history is only a record of what happened in the past and should not be excessively interpreted or even deconstructed. Greek historians Herodotus and Thucydides also emphasized that history is the record of historical events. None of these interpretations of history is scientific or complete. Through the study of this class, I preliminarily understand why history teaching should be oriented by science. The so-called scientific orientation is to clarify the reliability of historical sources, to treat historical materials from multiple perspectives, to analyze history in relation to the present, to treat historical events with multiple causal theories, and to learn to shift perspectives when learning and teaching history.
And I've learned to be rational about history textbooks. Better to believe in them than to have no books at all. Think critically. The following are some reflections on the principles of history teaching through the study of this lesson and the usual history study.
Combine history with theory. "History" refers to material, i.e. specific time, place, people, events, etc. "Theory" refers to the argument, that is, historical materialism to reveal the nature and law of historical development. Marx said, "No matter in the field of natural science or historical science, we must start from existing facts."
The combination of contingency and necessity. Contingency refers to a single historical event that constitutes a historical process, which reflects the diversity of historical development. Inevitability refers to the general trend or direction of historical development, which reflects the unity of historical development. As Engels said of Napoleon: It just so happened that napoleon, a Corsican, was the military dictator that the war-worn French Republic needed. -- This is an accidental phenomenon. But if Napoleon had never existed, his part would have been filled by someone else." It is historical inevitability that The Times make heroes, not heroes make The Times. But which hero is a historical accident.
Combine the past with the present. The purpose of Sima Qian's "Records of the Grand Historian" is to "investigate the changes of the past and the present". Shen Zong of the Song Dynasty inscribed sima Guang's history book "In view of the past, endowed with the ability to govern the Road". The purpose of studying history is to understand the reality and look into the future on the basis of reflecting on history. Help students to observe and analyze the real problems in the society with the knowledge of history to guide students to contact with real life, familiar with the society as soon as possible. Because of the understanding of reality, we can better understand history. In history teaching, we should consciously choose relevant materials close to real life, so as to communicate the relationship between history and reality, narrow the gap between history and reality, and endue history with the flavor of The Times. In history teaching, we should avoid the bad tendency of separating the ancient from the modern, praising the ancient from the present, judging the ancient from the present and changing the ancient from the present.
Historicism is combined with the stage view. Historicism requires history teaching to proceed from the scientific point of view and be practical and realistic from the specific time, place, people and conditions to make a specific analysis of objective history, and give appropriate interpretation and evaluation, which is the specific application of historical dialectics in the field of history teaching. Class analysis is to analyze historical phenomena and explore historical problems with the view of class in order to reveal the essence of history and reflect the revolutionary nature of history, which is the specific application of historical materialism in the field of history teaching. Lenin said, "In the analysis of any social problem, the absolute requirement of Marxist theory is to bring the problem within a certain historical scope."
Systematic narration is combined with emphasis. The temporal sequence of historical development and the causality of historical knowledge require history teaching to be carried out systematically in chronological order. How to achieve the best teaching effect in the limited time, this must highlight the key points, that is to say, in the teaching process, we should not cover everything, but according to the characteristics of historical development, distinguish between the primary and secondary, highlight the key points, grasp the key. The curriculum requires students to identify important historical figures, historical events, historical phenomena, historical concepts and basic clues of historical development. The former embodies the prominent emphasis, while the latter emphasizes the systematic development of history. We should properly handle the relationship between the key points and the general ones. The key points should not become isolated points, but should be connected with the main points on the premise of highlighting them, which should be generally reflected in ensuring the systematic and integrity of history.
The principle cognition of the combination of historical cognition and historical experience is the organization and reorganization of historical knowledge by students, which belongs to the category of intellectual factors and is the foundation and result of students' history learning. Experience refers to the historical emotion and consciousness generated by students' cognition of historical facts. They all fall into the category of non-intellectual factors. In teaching, students' experience, emotion and will of history must be introduced into the process of historical cognition. In this process, students' history learning is no longer a simple historical cognition, but permeates into students' emotion, attitude and values. Only in this way, students can achieve all-round development in moving their emotions. History teachers should try their best to seek the connection between students' cognition and experience of history in teaching so as to achieve the organic combination and high unity of understanding and touching emotions.
2
张小娟
Zhang Xiaojuan
专业：历史学
年级：2020级
Major:History
Grade: 2020
我从这堂课中学到很多有关历史教学的知识，了解到了以科学为导向的历史教学原则，科学性作为历史教学设计的重要特性，是对历史史实的尊重和客观反映。历史是对过去史实的呈现，教师必须引导学生进行合理的联想想象，分析历史故事背后发生的主观、客观原因，以及内因与外因、原因与结果之间内在的复杂联系。
历史教学的科学性原则，主要指史料的真实性。傅斯年先生说过，史学即史料学。史料的真实性，是历史知识的基本特征。其实，历史的“真实”是一个相对概念。因为我们接触到的史料都是碎片化的，我们对历史的叙述都是源于史料，鉴于人力等因素，关于某个具体历史事件的史料不可能全面、系统、真实。具体到实际操作中，选取史料的顺序一般是：第一，有第一手资料，不选第二手资料；第二，有实物资料，不选取文字资料；第三，有编写书记，不选取专著；第四，有视频资料，不选取图片资料；第五，尽量选取时间和空间上靠近叙述主体的资料。
在课堂上，老师也讲过要注重史料的真实性，不能编造不存在的史料，不能凭空补全还不完整的史料，这些对于历史教学来说都是不允许的。老师在课堂上提到的关于德国教科书上史料造假的例子，我也颇有感触。教科书在编辑方面要尽可能地严谨，即使要提到史料，也要选取一些已经确定了的史料，不能模棱两可，模糊不清。对于一些年代久远，已经不能考证的史料，更不应该将其放在中学历史教科书上。
因此，在教学设计中，教师要本着科学、严谨、求真的治学与教学态度，要准确把脉历史课程的标准，在历史教学中把握科学性原则，最终达到运用历史科学知识解释现实生活的目的。
I learned a lot about history teaching and learning from this class about the principles of science-oriented history teaching. Science, as an important characteristic of history teaching design, is a respectful and objective reflection of historical facts. History is a presentation of historical facts from the past, and teachers must guide students to make reasonable associations to imagine and analyze the subjective and objective reasons behind the occurrence of historical stories, as well as the intrinsic and complex connections between internal and external causes, and between causes and results.
The scientific principle of history teaching refers mainly to the authenticity of historical materials. As Mr. Fusi said, history is historiography. The authenticity of historical materials is the basic characteristic of historical knowledge. In fact, the "truth" of history is a relative concept. Because the historical materials we come into contact with are fragmented, our historical narratives are derived from historical materials, and given human resources and other factors, the historical materials about a specific historical event cannot be comprehensive, systematic, and true. Specifically in practice, the order of selecting historical materials is generally: first, with first-hand information, not second-hand information; second, with physical information, not textual information; third, with the preparation of clerks, not monographs; fourth, with video information, not photo information; fifth, try to select information close to the subject of the narrative in time and space.
In the classroom, the teacher also talked about the need to pay attention to the authenticity of historical materials, not to make up non-existent historical materials, not to fill in historical materials that are still incomplete out of thin air, which are not allowed for history teaching. I was also impressed by the example of falsification of historical materials in German textbooks that my teacher mentioned in class. Textbooks should be edited as rigorously as possible, and even if they are to refer to historical sources, they should select historical sources that have already been established and not be ambiguous or vague. For some historical materials that are too old to be verified, they should not be placed in secondary school history textbooks.
Therefore, in the teaching design, teachers should be scientific, rigorous, and truthful in their academic and teaching attitudes, and should accurately take the pulse of the standards of the history curriculum, grasp the principle of scientificity in history teaching, and finally achieve the purpose of using the scientific knowledge of history to explain real life.
3
胡紫怡
Hu Ziyi
专业：历史学
年级：2020级
Major: History
Grade: 2020
历史学是一门社会科学，史料是它的重要组成部分。任何历史结论都是建立在史料基础上的。离开史料的历史结论是空洞乏味的，离开观点讲史料则缺乏理论深度。对于史料的运用，我们要坚持科学严谨的原则，绝不能舍本逐末，为了讲课方便而自己创造史料。不尊重史料的人也不会被历史尊重。
纵观历史教学，史料教学更是长期需要抓紧的教学环节。当前中国高考紧扣史料出题的特点，要求教师能够教授学生处理史料的能力，对一段史料能够有严谨的、多元的认识。迫于当前的教育矛盾，课堂几乎完全掌握在教师手里，如何更高效的上好一堂课，是教师必须思考的问题。
针对不同年龄、不同环境的青少年学生，照本宣科的教与学都有一定的难度。如适当补充有关史料，教学效果就会更好，让直觉、感性的知识通过史料渗透到教学中，从而达到深化主题，陶冶情操的目的，这里就需要思想教育的史料补充，运用设计好的生动史料比空洞的说教有说服力。但是同时要注意“史料来源”的准确性，例如石器时代没用书信，中世纪也不能拍照片，使用的史料、设计的讲课环节要适应时代特征。
History is a social science, and historical data is an important part of it. Any historical conclusion is based on historical data. The historical conclusion without historical data is empty and boring, while the historical data without viewpoint lacks theoretical depth. For the use of historical materials, we must adhere to the principle of scientific rigor, must not give up the essentials, for the convenience of teaching and create their own historical materials. Those who do not respect the historical data will not be respected by history.
Throughout the history teaching, the historical data teaching is the long-term need to grasp the teaching link. At present, China's college entrance examination is closely related to the characteristics of historical data, which requires teachers to teach students the ability to deal with historical data, and to have a strict and multi-dimensional understanding of historical data. Due to the current contradiction in education, the classroom is almost entirely in the hands of teachers. How to teach a good lesson more efficiently is a problem that teachers must think about.
For different age, different environment of young students, according to the textbook teaching and learning have a certain degree of difficulty. If the relevant historical materials are properly supplemented, the teaching effect will be better, allowing intuitive and perceptual knowledge to penetrate into the teaching through historical materials, thus achieving the goal of deepening the theme and cultivating the sentiment, here needs the thought education historical material supplement, uses the design good vivid historical material to be more persuasive than the empty preaching. But at the same time, we should pay attention to the accuracy of "historical sources". No letters were used in the Stone Age, and no photographs could be taken in the Middle Ages.
4
王晶圣
Wang Jinsheng
专业：历史学
年级：2020级
Major: History
Grade: 2020
这节课我们学习了历史教育中的科学导向，主要从史料与多视角两方面来具体讨论。这对历史教师提出了学术研究的要求。在历史教学中，不能仅仅满足于一本教科书上提供的史料和对史料的解释，而应该对史料做更加全面深入的分析，例如史料出现的时代背景、作者经历、写作史料的目的以及史料带来的短期、中期和长期的影响等等。多视角研究也同样重要，它提供给我们更多关于时代背景的信息，让我们能够更加身临其境；它提供给我们更多的观点，让我们能看到一件事情的更多面；它提供给我们一个思考的框架，能够培养批判性思维。在课程末的答疑中，沃伯林教授对于如何培养学生的批判性思维提出了3点主要建议：一是一定要尽早培养，否则学生容易被固定在一个思维模式中；二是要从生活中去寻找历史文化，可以以影视节目、社会舆论等为切入点，这样可以激发学生的兴趣；三是教师要有历史学家的态度，向学生介绍或引导学生去做一些探索。但是这很难，因为还要考虑到学生学习历史的时间、学生的认知水平、资源获取方式等等制约条件。因此，在我看来，在教学中设置分层任务也很重要，学生可以根据自身实际情况，或者选择感兴趣的问题开展研究性学习，或者选择感兴趣的阅读材料做阅读汇报，或者选择感兴趣的知识做小分享，或者分享个人对于某一课内容或某一专题内容的思维导图，解释其逻辑及巧妙之处……以上是在课后的引导上的想法，而在课堂上，选取的史料一定要做到有迹可循，多方视角，达到让学生明白历史事件的复杂性的目的。
In this class, we learned the scientific orientation in history education, mainly from historical materials and multiple perspectives to discuss specifically. This puts forward academic research requirements for history teachers. In history teaching, we should not only be satisfied with the historical materials provided in a textbook and the explanation of historical materials, but should make a more comprehensive and in-depth analysis of historical materials, such as the historical background of the emergence of historical materials, the author's experience, the purpose of writing historical materials and the short, medium and long-term impact of historical materials. Multi-perspective research is equally important because it gives us more information about the context of The Times and allows us to be more immersive. It gives us more perspectives, allows us to see more sides of a story; It provides us with a framework for thinking and can foster critical thinking. In the q&A session at the end of the class, Professor Wobbling offered three main suggestions on how to develop students' critical thinking skills: first, it must be developed as early as possible, otherwise students will be easily stuck in a thinking mode; The second is to look for history and culture from life, with movies and television programs, public opinion and so on as the entry point, so as to stimulate students' interest; Third, the teacher should have the attitude of a historian and introduce or guide students to do some exploration. However, this is difficult, because there are also constraints such as the time for students to learn history, students' cognitive level, access to resources and so on. Therefore, in my opinion, setting hierarchical task is also very important in the teaching, students can according to their own actual situation, or choose interested in the research-type learning, or interested in reading materials for reading report, or choose interested do little to share knowledge, or share personal for a class or a project content of mind mapping, Explain the logic and subtlety... The above ideas are guided after class, while in class, the historical materials selected must be traceable and from multiple perspectives, so as to make students understand.
5
朱楚凡
Zhu Chufan
专业：历史学
年级：2019级
Major: History
Grade: 2019
Wobring教授您好～对于您在课上提的问题，我有一些话想说。
尽管史料实证是历史学科五大核心素养之一，我觉得中国高中历史教育对这种思维的培养还不够。受限于中国高考，教师们倾向于给学生正确答案，按照教育部发布的课标进行教学。不论是老师还是学生，可谓是“戴着镣铐跳舞”。在回答试题时，我们贯彻“一分史料说一分话”的原则，但是这种史料实证思维既浅显又属于应试教育。
让我举个例子，在高中教材中我们学到，中国最早的朝代是夏朝。但是，大学教授告诉我们，由于目前我们没找到关于夏朝的文字遗迹，所以夏朝的存在始终存疑。还有很多像这样的例子。
然而，我们不能否认，在大学，史料实证思维在逐渐培养形成。我们学了辨伪学，在面对史料的时候试着变得更审慎。历史教授教给我们的思辨、客观的态度也将对我们的历史学习至关重要。
Hello Professor Wobring~ For your question raised in the class, I have something to say.
I think the cultivation of awareness of source orientation in Chinese high schools is not enough though source orientation is included in five key qualities of history learning. Since the limit of College Entrance Examination, teachers tend to give students the right answer and follow the course standard made by The Ministry of Education. Not only teachers but also students are dancing in chains. In tests and questions we fulfill the principal of "a piece of historical material, an opinion." But it's superficial and exam-oriented.
Let me give you an example. In high school textbooks we learn that the earliest dynasty of China is Xia Dynasty, however, our college professor told us that we still didn't find character relics of Xia Dynasty so far so that we cannot prove the existence of it. There're many examples like this.
But we cannot deny that in college our awareness of source orientation is gradually shaped. We've learned the lesson of distinguishing whether the historical material is true or not, trying to be more careful facing sources. Professors taught us to be critical and objective, which is very important for us students learning history.
6
徐嘉怡
Xu Jiayi（SCU）
专业：历史学
年级：2020级
Major: History
Grade: 2020
对史料持有一个批判的态度被认为是历史学家基本的专业能力，因为只有这样，历史学家才能无限接近历史真相。然而，在我上初中和高中的时候，我几乎不了解这个原则，对它的重要性也所知甚少。我学的最多的是大量的历史事实和历史评价，比如一个事件的背景、过程、结果和意义。毫无疑问这些都是课堂教学的重要内容。但是，即使官方的历史教科书上没有相关的内容，我认为中学老师还是有义务要在课堂上强调这些历史学的原则，帮助学生养成对待历史的严肃态度，避免他们认为自己在书上、文件上、档案上看到的相关的历史内容就都是绝对正确的。
我认为多元视角的核心是一种全面的研究视角，它引导我要从多个角度看待问题。在列举的第一条铁路建设的例子中，我对沉默的群体很感兴趣。一想到铁路工人们对铁路建设奉献了那么多，我就对历史上竟然没有他们的相关记录感到非常遗憾。我想知道这么庞大的一个群体，为什么历史上会没有留下任何的相关信息或者资料。同时，我也感到非常幸运，因为在这个时代，每个人都能通过各种工具去讲述他们自己的故事和观点，如此一来，沉默的群体存在的可能性就大大降低了。
史料来源和多元视角这两个原则不仅仅是对历史学家的要求，也是我们每个人在面对现实问题时应该秉持的态度。
Maintaining a critical attitude towards the sources is considered as the basic professional ability of historians in that only in this way can the historians unlimitedly approach the historical truths. However, in my junior and senior high school, I knew little about the principle and its importance. What I learned the most were numerous historical facts and assessments, such as the background, the context, the result and the meaning of an event. They are no doubt the significant part of classroom teaching. However, although there are no related contents in the official history textbooks, junior and senior high school teachers have an obligation to help students cultivate a serious attitudes towards history by emphasizing these historical principles in class, freeing students from the perception that what they read in books, documents and archives is all right.
Multi-perspectivity, whose core is an overall research perspective I think, guides me to analyze an issue through many aspects. From the example of the construction of a first railway, I’m interested in the silent groups. It is a great pity that there are no records about the railway workers in consideration of their great devotion to the railway construction. I wonder why the big group left no records. At the same time, I feel lucky that everyone can tell their stories and express their opinions via various tools in this time, reducing the possibilities of silent groups’ existence significantly.
The two principles, source orientation and multi-perspectivity, are not only the requirements for historians, but also the attitude every one of us should keep to treat the problems in reality.
7
张玲睿
Zhang Lingrui（CNU)
专业：
学科教学（历史）
年级：
2021级
Major:
Subject Teaching(History)
Grade:
2021
在第一次课我了解了德国学制和德国的教师教育。通过图林根州的学制，我了解了这种全面性的综合学校，之前不太了解它与综合学校的区别。通过巴伐利亚的多元化教科书，我感受到德国历史教科书的多样性。在第二次课，结合教科书的案例，我初步认识了科学导向的历史教学原则。
通过对德国历史教育的初步了解，我发现它与中国历史教育非常不同。就像第一次问题导学中的“电视广告”是我从未思考过的。我想不同的视角会帮助我找到中国历史教育的另一种思路。
In the first lesson, I have known the school system in German and history education at German Universities. Through the example of Thuringia, I understood the means of Gemeinschaftsschule. Through the example of Bavaria, I knew the plurality of textbooks in German. In the second lesson, I understood the science-oriented principles for teaching history through the examples from German history textbooks.
Through the first look at German history education, I found it is different from Chinese history education. Such as the guiding question about tv commercials. I think the different perspectives will help me find a new way of Chinese history education.
教师点评
徐赐成教授点评：
#历史教学科学性原则
#“史料实证”
#历史教育实践
科学性的实践价值
同学们都非常赞同历史教学的科学性原则，尤其是其“史料来源”和“多元视角”的具体运用，这无疑是正确的。同时，同学们也感觉到，科学性原则在教学中的运用其实是有难度的，因此我们的历史课程标准提出了“史料实证”的要求。我想强调的是，你们不仅要从历史学和历史教育的角度理解科学性原则，更应该从历史教育实践角度，思考如何将其有效运用在历史学习过程中，以期发挥育人价值。
Professor Xu Cicheng's comments: The students all agree with the scientific principle of history teaching, especially the specific application of "historical materials sources" and "multiple perspectives", which is undoubtedly correct. At the same time, the students also feel that the application of the scientific principle in teaching is actually difficult, so our history curriculum standard puts forward the requirement of "historical evidence". I want to emphasize that you should not only understand the scientific principle from the perspective of history and history education, but also think about how to effectively apply it in the process of history learning from the perspective of history education practice, so as to give full play to the value of education.
推荐阅读
中德历史教育文化交流课程（第二辑）
中德历史教育文化交流课程简报（第一辑）
图文来源/历史文化学院
责任编辑/江炜炜、欧明洋
校对/王心悦
审核/徐赐成
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