在高三二轮复习中完成史学新范式教学的实践探索

发布时间：2018-01-09 10:35

本文关键词：在高三二轮复习中完成史学新范式教学的实践探索　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：随着中小学课改的深入推进,目前的中学历史教学中尤其是高中历史教学中,对史学前沿的引入越来越普遍,从而对教师的教和学生的学都提出了更高的要求,尤其是史学新范式的应用更是随处可见,从课标要求、教材编写到高考试题,都能见到,但是如何在教学中把握史学新范式,如何让学生更好地理解史学新范式并能熟练运用,一直困扰着一线教学。尽管史学界关于史学新范式的相关理论研究已经比较丰富,其在高中历史教学中的重要性也日益为广大一线教师所重视,但是如何在教学实践中完成这一教学目标,更多的是一线老师自我摸索。当然我们也能看到部分关于如何在一线教学中应用史学新范式的宏观研究,只是目前少见在具体教学中如何组织教学、达成这一教学目标的实用性研究,因此,本文试图以高三二轮复习中《世界资本主义经济政策的调整》这一专题为载体进行实施,期冀能探索出一条可操作性较强的办法。由于这部分知识理论属性较高,一方面,多年来的教学惯性,使得大部分中学一线教师对史学前沿关注度不够,从而不太能很好掌握相关理论,另一方面也造成学生学习起来比较困难,使得老师在教学设计中很难把握。因此,本研究是以史学新范式为中心目标,立足一线教学实践,通过问卷调查和分析,找出学生在相关知识点的薄弱环节,再进行有针对性的教学设计。又因该内容涉及的知识点相对庞杂,而且讲求“纵横”联系,所以对学生能力要求较高,在新授课时进行系统讲授难度较大,故笔者选择在高三复习课中进行尝试,而又由于一轮复习讲求基础,二轮才重联系和提高,所以选择在二轮复习时进行实践。在高三二轮复习中,选择以《世界资本主义经济政策的调整》这一专题为载体进行实施,课后对学生进行再次问卷调查,对比分析讲前、讲后数据,进行总结反馈,从而评估教学效果,依据学生反馈进行教学反思,探索在高三历史二轮复习中完成史学新范式这一教学内容的可操作性,希望通过本研究给大家提供一点借鉴,并以此为基础进一步探讨高中历史教学中完成史学新范式这一教学内容甚至是其他史学理论的具体操作方案。
[Abstract]:With the deepening of the curriculum reform in primary and secondary schools, the introduction of the frontier of historiography is becoming more and more common in the history teaching in middle schools, especially in the history teaching in senior high schools, which puts forward higher requirements for both teachers and students. In particular, the application of the new paradigm of historiography can be seen everywhere, from the requirements of curriculum standards, the compilation of teaching materials to the college entrance examination questions, but how to grasp the new paradigm of historiography in teaching. How to make students better understand the new paradigm of historiography and be able to use it skillfully has been puzzling the front-line teaching, although the relevant theoretical research on the new paradigm of historiography has been relatively rich. Its importance in senior high school history teaching has been paid more and more attention by teachers, but how to complete this teaching goal in teaching practice. Of course, we can also see part of the macro-research on how to apply the new paradigm of historiography in front-line teaching, but at present, how to organize teaching in specific teaching is rare. Therefore, this paper attempts to carry out the topic of "Adjustment of World capitalist Economic Policy" in the review of the second round of Senior three. Hope to explore a more operable method. As this part of the knowledge theory attributes are high, on the one hand, the teaching inertia over the years, make most of the teachers in the forefront of history is not enough attention. On the other hand, it also makes it difficult for students to learn, and makes it difficult for teachers to grasp in teaching design. Therefore, this study is focused on the new paradigm of historiography. Based on the first-line teaching practice, through the questionnaire survey and analysis, find out the weak links of the students in the relevant knowledge points, and then carry out targeted teaching design. And stress "vertical and horizontal" contact, so the students' ability requirements are higher, in the new teaching system teaching is difficult, so I choose to try in the third year of review, and because of a round of review emphasis on the basis. In the second round of senior high school review, we choose to carry out practice with the theme of "Adjustment of World capitalist Economic Policy" as the carrier. After class, the students are surveyed again, and the data before and after the lecture are compared and analyzed, so as to evaluate the teaching effect and reflect on the teaching according to the students' feedback. To explore the feasibility of completing the new paradigm of historiography in the review of the second round of senior high school history, I hope to provide a little reference through this study. On the basis of this, the author further discusses how to complete the new paradigm of historiography in senior high school history teaching, even the concrete operation scheme of other historiography theories.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

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