摘要

史学领域的"五朵金花"问题,是贯穿中国现代史学发展的一条重要线索,也是"史学概论""中国近现代史学史"等相关课程中不可或缺的核心内容."五朵金花"这一概念最初以"五朵花"的说法出现,由向达提出并经翦伯赞在1957年的多次引用而进入公众视野."文革"结束后,在同名电影重映与史学界的共同推动下,这一提法逐步固化为广为人知的"五朵金花",其内涵也从最初带有一定"讥讽"意味的表述,转变为具有赞誉色彩的学术符号.从"花"到"金花"、从"讥讽"到赞誉的戏剧性演变,深刻地揭示了学术概念的生成并非单纯的知识累积,而是时代语境、社会心理与学术话语互为交织的产物.结合 20世纪 50 年代的初始提法,将"五朵金花"概括为中国历史分期、资本主义萌芽、农民战争、封建土地所有制、汉民族形成五个核心议题,既契合历史语境,也使概念内涵更为完整合理.从学术史角度重审"五朵金花"的形成与演变,对历史教学有三重启示:一是可以通过引入概念史视角来强化学生的学术史思维训练;二是可以通过辨析多元叙事逻辑来提升学生的批判性思维能力;三是可以通过挖掘理论内核来增强学生的唯物史观分析及解决问题的意识.; The issue of the"Five Golden Flowers"in the field of historiography is an important thread running through the de-velopment of modern Chinese historiography,and it constitutes an indispensable core component in courses such as Introduction to Historiography and History of Modern and Contemporary Chinese Historiography.The concept first emerged as the phrase"Five Flowers",coined by Xiang Da and popularized through repeated citations by Jian Bozan in 1957.After the end of the Cul-tural Revolution,with the re-screening of the film of the same name and further promotion by the academic community,the term gradually solidified into the widely recognized"Five Golden Flowers".Its connotation evolved from an initially somewhat ironic expression to an academic symbol of praise.This dramatic transformation—from"flowers"to"golden flowers"and from irony to commendation—profoundly reveals that the formation of academic concepts is not simply a process of knowledge accumulation,but a product of the interweaving of historical context,social psychology,and academic discourse.Based on its original formula-tion in the 1950s,the"Five Golden Flowers"can be precisely summarized as five core issues:the historical periodization of Chi-na,the sprouts of capitalism,peasant wars,the feudal land ownership system,and the formation of the Han nationality.This not only aligns with the historical context but also renders the concept more complete and reasonable.Re-examining the formation and evolution of the"Five Golden Flowers"from the perspective of academic history offers three key insights for history teach-ing:first,it can strengthen students'academic history thinking by introducing a conceptual history perspective;second,it can enhance students'critical thinking skills by analyzing multiple narrative logics;third,it can enhance students'awareness of using historical materialism to analyze and solve problems by exploring the concept's theoretical core.

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