| 统编历史教材中民族交往交流交融内容教学指要 |
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| 引用本文： | 孙妍.统编历史教材中民族交往交流交融内容教学指要[J].课程.教材.教法,2022(3):45-52. |
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| 作者姓名： | 孙妍 |
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| 作者单位： | 人民教育出版社历史编辑室 |
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| 摘 要： | 民族交往交流交融是新时代民族团结进步教育的重要内容。它既是历史趋势,又是推动中华民族形成、促进我国统一多民族国家发展的重要途径和动力。统编历史教材采用点线面结合、单点聚焦、大分散小集中的呈现方式,阐述了各民族的“四个共同”、各民族共同抗击外来侵略、党和国家民族工作政策的初心,构建了民族交往交流交融的知识结构和体系框架。以各民族交往交流交融的相关史事为依托,教材还原了各民族汇聚形成中华民族的多元一体格局的历史过程,强化了学生对中华民族的认同,促使学生形成共同的国家历史记忆。为切实铸牢中华民族共同体意识,达到育人效果,建议教师在讲述相关内容时,厘清民族交往交流交融史、中华民族共同体形成史、统一多民族国家发展史三条主线相互交汇、互相促进的关系,把握连续性、递进性、互动性、凝聚性的特点,引导增进学生的“五个认同”,注意初高中教材内容的螺旋式上升,探索跨学科学习活动的深度教育。
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| 关 键 词： | 统编历史教材 民族交往交流交融 民族团结进步教育 铸牢中华民族共同体意识 |
Teaching Guidance of Exchanges,Communication and Integration of Various Ethnic Groups Through Unified History Textbooks for Secondary School |
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| Sun Yan.Teaching Guidance of Exchanges,Communication and Integration of Various Ethnic Groups Through Unified History Textbooks for Secondary School[J].Curriculum; Teaching Material and Method,2022(3):45-52. |
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| Authors: | Sun Yan |
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| Institution: | (History Editorial Department,People's Education Press,Beijing 100081,China) |
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| Abstract: | Interaction,communication and integration of various ethnic groups are important elements of education on ethnic unity and progress in the new era.It is not only a historical trend,but also an important way and motivation to promote the formation of the Chinese nation and the development of a unified multi-ethnic country.The unified history textbooks adopt a combination of knowledge points and sequences,highlight the key points,and expand the coverage,expounding the "four common points" of ethnic groups,the common resistance of all ethnic groups to foreign invasion,and the original intention of the Party and State’s ethnic work policy,and building a knowledge structure and system framework of ethnic interaction,communication and integration.Based on the historical events related to the communication and integration of ethnic groups,the textbooks restore the historical process of the convergence of various ethnic groups to form the pluralistic pattern of the Chinese nation,strengthen students’ identification with the Chinese nation,and encourage them to form a common national historical memory.In order to effectively forge a sense of Chinese national community and achieve a nurturing effect,teachers are advised to clarify the intersection and mutual promotion of the three main lines of the history of interaction,communication and integration among ethnic groups,the history of the formation of the Chinese national community,and the history of the development of the unified multi-ethnic state,to grasp the characteristics of continuity,progressiveness,interaction,and cohesion,to guide students to enhance their sense of identity,to pay attention to the spiral of the content of secondary school textbooks,and explore the depth of education in interdisciplinary learning activities. |
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| Keywords: | unified history textbook interaction communication and integration of various ethnic groups education for ethnic unity and progress forging the sense of Chinese national community |
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