中学历史教学中学生知识体系的培养

发布时间：2018-05-18 20:58

本文选题：新课改 + 知识体系　；参考：《陕西师范大学》2015年硕士论文

【摘要】：进入21世纪,世界各国之间的竞争日趋激烈,大国之间相互博弈,经济的全球化和区域集团化得到迅速发展。各国在追求自然资源维系本国经济发展的同时,更加关注人力资源的发展。知识创新能力带动经济增长日趋成为各国经济发展中不可或缺的一部分。为了满足国家经济发展对人才的需要,发达国家都相继展开了基础教育改革,希望通过教育改革,培养出能够满足新时期国家发展对人才的需要。改革开放以来,我国教育事业发展有目共睹,国家对教育的投资不断增加,取得了很多举世瞩目的成就。在这次世界范围内的基础教育改革中,我国也制定了改革的纲要和课程标准等,2001年国务院批准颁布了《基础教育课程改革纲要(试行)》,标志着我国基础教育课程改革的全面开始。中学历史作为一门基础性学科,也成了这次教育改革的重要部分。历史学科历来在中学教育中是一门小学科,大多数学生对历史学习都存在一定的抵触心理,感觉不重要,学了没什么意义,或者是觉得历史知识要记得东西太多,太繁杂。这就会导致学生历史知识的缺失,影响学生能力的全面发展。本文希望帮助学生构建学习历史知识的体系,让学生将繁杂的历史知识体系化,从而有利于学生对中学历史知识的学习。文章主要从五个部分论述学生知识体系的培养,使人们对培养中学生历史知识体系有新的认识。首先,概述了新课改下历史课程改革的目标、课程标准,对新课程改下的历史课程有初步的认识。其次,界定中学历史知识体系的含义,阐述笔者对中学历史知识体系的认识,归纳出中学历史知识体系的特征、特点和功能。第三部分通过对教科书编撰体例的变迁和学生历史思维能力的培养,说明培养学生历史知识体系的原因和重要性。第四部分讲述了培养中学历史知识体系相应的一些步骤和方法,通过对学生和教师两个方面描述,探讨在新的时期培养学生历史知识体系,需要教师和学生两方面都做出相应的改变,教师需要转变教学理念,改进教学方法,学生需要自主学习,整理知识点,分析历史问题等等。最后概述了中学历史教学的评价和中学历史知识体系的评价,明确良好的历史知识体系是能够培养学生再认再现历史知识的能力和分析解决历史问题的能力的。
[Abstract]:In the 21st century, the competition among countries in the world is becoming more and more fierce, the big countries play game with each other, the globalization of economy and the regional collectivization are developing rapidly. While pursuing natural resources to maintain their economic development, countries pay more attention to the development of human resources. Knowledge innovation ability to drive economic growth is becoming an indispensable part of the economic development of various countries. In order to meet the needs of the national economic development, the developed countries have launched the reform of basic education one after another, hoping that through the educational reform, it can meet the needs of the national development of talents in the new period. Since the reform and opening up, the development of education in China is obvious to all, the country's investment in education has been increasing, and has made a lot of achievements. In this worldwide reform of basic education, In 2001, the State Council approved the promulgation of the outline of basic Education Curriculum Reform (trial), which marked the beginning of the overall reform of the basic education curriculum in China. Middle school history, as a basic subject, has also become an important part of this educational reform. History has always been a small subject in the middle school education. Most students have some resistance to history study, feeling that it is not important, learning is meaningless, or that history knowledge to remember too much, too complicated. This will lead to the lack of historical knowledge of students, affecting the overall development of students' ability. The purpose of this paper is to help students to construct a system of learning history knowledge and to systematize their complicated historical knowledge, which is beneficial to the students' study of history knowledge in middle schools. This paper mainly discusses the cultivation of students' knowledge system from five parts, which makes people have a new understanding of cultivating students' history knowledge system. First of all, it summarizes the goal and standard of the history curriculum reform under the new curriculum reform, and has a preliminary understanding of the history curriculum under the new curriculum reform. Secondly, it defines the meaning of middle school history knowledge system, expounds the author's understanding of middle school history knowledge system, and sums up the characteristics, characteristics and functions of middle school history knowledge system. The third part explains the reasons and importance of cultivating students' historical knowledge system through the changes of textbook compilation style and the cultivation of students' historical thinking ability. The fourth part describes the corresponding steps and methods of cultivating the history knowledge system of middle school. Through describing the students and teachers, it discusses the cultivation of the history knowledge system of the students in the new period. Both teachers and students need to make corresponding changes, teachers need to change teaching ideas, improve teaching methods, students need to learn independently, collate knowledge points, analyze historical problems and so on. Finally, the paper summarizes the evaluation of history teaching in middle school and the evaluation of history knowledge system in middle school. It is clear that a good history knowledge system can cultivate students' ability to recognize and reproduce historical knowledge and to analyze and solve historical problems.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

【参考文献】