巢湖学院学报 ›› 2019, Vol. 21 ›› Issue (2): 115-122.doi: 10.12152/j.issn.1672-2868.2019.02.017
现行师范类历史学专业课程设置及教学缺乏与中学历史教学的衔接，教育教学实习的形式和内容相对滞后，导致师范生入职时教育理念跟不上中学课改要求，教学设计不切实际，专业知识不扎实，课堂把控能力不足。基于教育部《普通高等学校本科专业类教学质量国家标准》《普通高中方案（2017年版）》和《普通高中历史课程标准(2017 年版)》的要求，高等师范院校应该以立德树人为根本，树立科学的育人观，立足学生终身发展，合理构建历史学专业课程体系。高等学校与基础教育之间应该建立师资互动机制。通过“双进工程”实现教学互动、科研互动，建立课程开发与质量监控长效机制，创新师范生教育教学实习方式，着力提升历史学专业人才培养质量。
The current curriculum setup and teaching of history major in normal universities lack the cohesion with history teaching in middle schools, and the form and content of teaching practice lag behind, which leads to the fact that the educational concept of normal students cannot keep up with the requirements of the curriculum reform in middle schools when they enter the profession, and that teaching design is impractical, professional knowledge is not solid, and classroom control ability is insufficient. Based on the requirements of the Ministry of Education in The National Standard for the Teaching Quality of Undergraduate Majors in General Institutions of Higher Learning,The General High School Program 2017 Edition, and The General High School History Curriculum Standard 2017 Edition, normal universities should establish a scientific outlook on education, based on the lifelong development of students, and reasonably construct the curriculum system of history specialty. The interactive mechanism of teachers should be established between universities and basic education institutions. Through the "double-entry project", the interaction of teaching and scientific research should be realized, the long-term mechanism of curriculum development and quality control should be established, and the teaching practice mode of normal students should be innovated. We will work hard to improve the training quality of history professionals.#br#
摘要： 摘要：现行师范类历史学专业课程设置及教学缺乏与中学历史教学的衔接，教育教学实习的形式和内容相对滞后，导致师范生入职时教育理念跟不上中学课改要求，教学设计不切实际，专业知识不扎实，课堂把控能力不足。基于教育部《普通高等学校本科专业类教学质量国家标准》《普通高中方案（2017年版）》和《普通高中历史课程标准(2017 年版)》的要求，高等师范院校应该以立德树人为根本，树立科学的育人观，立足学生终身发展，合理构建历史学专业课程体系。高等学校与基础教育之间应该建立师资互动机制。通过“双进工程”实现教学互动、科研互动，建立课程开发与质量监控长效机制，创新师范生教育教学实习方式，着力提升历史学专业人才培养质量。
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