A Study On History Curriculum In Social Studies Framework Of New York State,USA

The design and reform of history curriculum need to have a corresponding international perspective.As a state with a high level of economic and educational development in the United States,New York State's history curriculum design concept and practical experience have certain research significance and value.There is no independent history curriculum in New York State,but it is integrated into the framework of social studies as the core content of social studies.Since 1996,The historical and social studies policy documents in New York State have evolved from Learning Standards to Resource Guide with Core Curriculum to the Social Studies Framework.This reform process reflects the New York State social studies section to the national standards,The Common Core State Standards and C3 Framework and other documents of the content and requirements of the inheritance.The history curriculum objectives implicit in the texts such as The Framework include the understanding of the subject and core concepts of history,the improvement of basic abilities such as reading and writing,and the cultivation of social studies practices and historical thinking ability.In the school grade distribution,it has the coherence,the level and the progressive characteristic.In terms of the way of expression,it shows the characteristics of the Student-Centered,attaching importance to the connection between curriculum objectives and instructional objectives,and paying attention to the creativity and personalized development of students' mind.In addition,the content of the history curriculum in New York State is arranged in a spiral organizational form,and the structure of the curriculum has the general characteristics of the Expanding Environments Approach and some characteristics of the Subject-Centered.In terms of the historical content,it is arranged in a chronological order on the whole,and the specific content is presented in the form of special topics,which not only maintains the continuity and integrity of the historical discipline,but also realizes the integration of general history and thematic history to some extent;And also has obvious characteristics of multi-disciplinary integration and multicultural education.About the implementation of history curriculum at the school level in New York State,the curriculum settings of public schools and private schools are quite different,public schools are more thorough in implementing the Social Studies Framework,and private schools are more flexible and diverse in their curriculums.In the aspect of curriculum evaluation,the changes in the textual basis and the specific contents of the evaluation of "Global History and Geography" reflect the summative evaluation of the history curriculum of New York State,which has experienced a shift from emphasizing the examination of knowledge and cognitive ability to emphasizing the social studies practices and the ability of historical thinking.The enlightenment of New York State history curriculum to the design and reform of Chinese history curriculum is:we should pay attention to the concretization and hierarchy of curriculum goals,pay attention to the multi-disciplinary integration of curriculum and teaching,and build an evaluation model with core literacy as the center.