高中生历史读图能力论析

发布时间：2017-12-27 20:17

本文关键词：高中生历史读图能力论析　出处：《东北师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：新课程改革注重学生历史学科能力的培养,纵观历年高考,历史读图类的题型始终占有一定比例。所以在当今中学历史教学实践中,注重培养学生的历史读图能力显得尤为必要。历史教科书是中学历史教学和学习的主要凭借,就现行的几个主要版本高中历史教科书而言,可按内容、形式和性质三个标准将历史图片分为不同的类型。与普通图片相比,历史图片具有历史性、史料性、实用性的特点；与文字史料相比,历史图片则具有直观形象、形式多样、生动活泼、有效性强、引人深思的特点。注重对学生历史读图能力的培养,不仅能够提升学生的应考能力,增强学生的历史学科能力,而且有利于激发学生的学习兴趣,进而培育学生的人文素养。对历史图片的解读需要由表及里、由内而外相结合进行层层分解,从而达到事半功倍的效果。具体要做到：首先,感知图片直观生动的细节表象,对图片整体反映的内容做到心中有数；其次,提取图片直接呈现的基本信息,全面掌握图片的组成元素；再次,挖掘图片背后隐含的复杂内涵,透过现象看本质；最后,领会图片背后所传达的价值取向,升华情感。在实际的中学历史教学中针对不同需要可采取以下三种方法：其一,典型图片解读示例法,对最为典型和权威又符合教学内容的历史图片进行解读；其二,系列图片解读对比法,从横向、纵向两个维度进行比较,得出结论；其三,图文对照互证法,将图片史料和文字史料相结合,探究历史真相。
[Abstract]:The new curriculum reform pays attention to the training of the students' history ability. In the past years, the historical reading pattern has always taken a certain proportion. Therefore, in the current middle school history teaching practice, it is particularly necessary to pay attention to the cultivation of students' history reading ability. History textbook is the main strength of middle school history teaching and learning. For the current major versions of high school history textbooks, historical pictures can be classified into different types according to three standards of content, form and nature. Compared with ordinary pictures, historical pictures have the characteristics of historical, historical and practical. Compared with historical materials, historical pictures are intuitive, varied, lively, effective and thought-provoking. Paying attention to the training of students' ability of reading history can not only enhance students' ability to take exams, enhance their ability of historical subjects, but also stimulate students' interest in learning, so as to cultivate students' humanistic quality. Interpretation of historical pictures from the outside to the inside, from the inside to the combination of the layers of decomposition, so as to achieve a multiplier effect. To be specific: first of all, the perception of visual images vivid details of images reflect the overall appearance, be aware of the content; secondly, basic information extraction picture presented directly, fully grasp the elements of the picture; thirdly, mining complex connotation behind the picture, see the essence through the phenomenon; finally, understand the value orientation behind the picture conveys the sublimation of emotion. In the practice of history teaching in middle schools in different needs can take the following three ways: one is the typical example of image interpretation method, the most typical history and authority and in accordance with the teaching content of the picture; the picture series interpretation of comparative law, to draw conclusions from two dimensions: horizontal and vertical comparison; third by contrast, each method, the picture of historical data and historical text combination, explore the historical truth.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

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