中國大陸初中生對歷史教科書敘寫的認知 理解探析——以義務教育「非洲」主題為例

Research on History Textbook Narratives Regarding Cognitive Understanding in Junior High School Students in Mainland China: Compulsory Africa-Themed Education as an Example

基於國家歷史課程標準需要、初中生歷史深度學習、提升歷史教科書 研究、另一視角推進中國大陸非洲研究需要，本研究以中圖社2006版 非洲主題爲例，嘗試探討初中生對歷史教科書敘寫的認知理解情況。 先運用文獻分析法對國內外歷史教科書敘寫認知的現狀進行綜述、梳 理歷史教學大綱和歷史課程標準中非洲主題知識的演變系統；使用自 行編制選擇題和客觀題的問卷測試調查分析法，結合教師課堂觀察及 輔助訪談，提出整合分析與對策。透過採用理論與實證研究相結合的 思路，希望研究結果對今後改進和提高中國大陸歷史教科書的敘寫、 中學生的歷史學習以及歷史教師、歷史教學實踐方面改進等提供建 議，具有重要的理論與實踐意義。

Based on the needs of national history curriculum standards and history education for junior high school students， this study promoted Africa research from a different perspective in Mainland China to improve research on history textbooks. Taking the Africa-themed books of Sinomap Press in 2006 as an example， we explored junior high school students’ cognitive understanding regarding history textbooks. A document analysis method was applied to summarize the cognition situation of historical textbooks and present the thematic evolution of knowledge related to Africa in the history syllabus and curriculum standards. Moreover， a questionnaire was adopted to study this theme. The research also included observation， an auxiliary interview， and a combination of theoretical and empirical research. The following research plan was adopted: scrutinize subject matter contents in the history syllabus→implement test surveys using two types of questionnaire→perform statistical analysis on the two types of results→ observe teaching (teaching process design)→analyze results→reflect on research results and countermeasures. The results of the study may provide vital theoretical and practical implications for the improvement of history textbooks in Mainland China， the history education of middle school students， and the improvement of history teaching practice.