高中历史史料教学的实践与反思

发布时间：2018-06-27 02:53

本文选题：高中历史 + 史料　；参考：《西北师范大学》2015年硕士论文

【摘要】：历史已经成为过去。想要了解历史、认识历史,就要依靠史料,历史教学亦然。在历史教学过程中,教师需要正确地选择和恰当地运用史料,激发学生学习历史的兴趣,培养其历史思维能力。论文采用行动研究的方式,思考民族地区农村高中如何结合乡土历史资源进行史料教学,以培养学生的历史思维能力。笔者首先通过对7位历史教师的访谈,总结本校教师史料教学的经验;通过分析学生情况,了解到学生虽然基础薄弱,但喜欢历史课,喜欢思考,并且对史料教学充满了期待,据此制定了史料教学的计划。其次,通过列举相关案例,指出史料教学中选择史料的依据,依次是学情、重难点和史料包含的意蕴,确定笔者史料教学的基本依据。再次,通过史料教学实践,即开展导言课、运用学生感兴趣或与学生日常生活相关的史料、对史料进行不同层次的设问、根据不同类型史料的特点量才而用、运用史料引导学生做课堂小结、开展复习课等,以培养学生归纳、概括、分析历史知识的能力以及运用史料开展探究性教学,培养学生的综合能力。最后,笔者反思了三年的史料教学。笔者认为在进行史料教学时应该采用多媒体教学、重视情感教育和充分发挥学生的主动性;各教学环节的目的不同,因此史料教学的策略也不同;不同类型的史料具有不同的特点,教师应该量材而用。笔者虽然在教学中积累了一点经验,但在选用史料和运用史料时也存在着一些问题,要解决这些问题,就要不多提升自己的专业素养,在教学时注重点拨,用史料时把握住史料的“量”,还要引导学生主动学习,最重要的是需要认真反思教学。
[Abstract]:History is a thing of the past. Want to understand history, know history, must rely on historical data, history teaching. In the course of history teaching, teachers should choose and use historical materials correctly, stimulate students' interest in learning history and cultivate their historical thinking ability. This paper adopts the method of action research to think about how to combine the historical resources of rural high schools in ethnic minority areas to carry out the teaching of historical materials in order to cultivate the students' ability of historical thinking. First of all, through the interview with 7 history teachers, the author summarizes the experience of the history teaching of teachers in our school, and through the analysis of the students' situation, finds out that the students, although having a weak foundation, like history lessons, like thinking, and are full of expectations for the teaching of historical materials. Based on this, a plan for teaching historical materials is made. Secondly, by enumerating relevant cases, the author points out the basis of selecting historical materials in the teaching of historical materials, which is in turn the basis of learning situation, the important difficulties and the implication of historical materials, and determines the basic basis of the author's teaching of historical materials. Thirdly, through the teaching practice of historical materials, that is, the introduction class, using the historical materials which are of interest to the students or related to the students' daily life, the historical materials are asked at different levels and used according to the characteristics of the different types of historical materials. In order to cultivate the students' ability of induction, generalization and analysis of historical knowledge, and the use of historical materials to carry out inquiry teaching, the comprehensive ability of students can be cultivated by using historical materials to guide students to do summary in class and to carry out recitation classes. Finally, the author reflects on three years of historical materials teaching. The author holds that multimedia teaching should be adopted in the teaching of historical materials, emotional education should be attached importance to and students' initiative should be brought into full play, the purpose of each teaching link is different, so the teaching strategies of historical data teaching are also different. Different types of historical materials have different characteristics. Teachers should measure materials and use them. Although the author has accumulated some experience in teaching, there are still some problems in the selection and application of historical materials. To solve these problems, we should not improve our professional quality and pay attention to the teaching. It is necessary to grasp the quantity of historical data and guide students to study actively when using historical materials. The most important thing is to seriously reflect on teaching.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

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