高中历史教学中的历史年表及运用研究
发布时间：2018-07-14 11:08
【摘要】：历史年表的历史其源远流长。自《史记》开创年表以来,后世学者多会在其历史著作中延续编写历史年表的传统。我国历史教科书的编写,也发扬了传统史学的优点,每本教科书都会附录大事年表。历史年表作为史书和教科书中的重要部分,对于理清历史事件先后,查阅历史事件有着重要作用。本文从教学的角度分析历史年表在高中历史教学中的重要性,以及如何编写和运用历史年表,并试图从案例中了解师生对历史年表的了解和运用情况,进而提出相应的改进建议。本文共分五章。第一章为“引言”,论述选题缘由、学术前史、概念界定、研究方案及意义等问题。第二章论述历史年表的重要性。首先阐述历史年表具有理清历史时间线索、揭示历史因果及规律、略繁文而拾遗文、统一纪年便于查阅等优点,其次论述历史年表能够弥补专题史教材存在模块分解史实、专题史料跨度大、中外合编使史实排列颠倒和历史线索不够清晰等问题,最后分析历史年表作为教材的重要组成部分在教学中的重要性。第三章分析教材内外的历史年表。本章着重对人教版《普通高中课程标准实验教科书》内的历史年表进行统计、整理和分类,认为教材中的年表主要有附录大事年表、正文中的年表和教参及其他教辅资料中的年表等三类,进而分析其在教材中的状况,再利用文献史料论述课外主要几种历史年表类型和著作,如中外历史年表、中国通史年表、中国断代史年表等,以供师生了解运用。第四章论述历史年表的编制。首先笔者结合史料和教材阐明教学所用年表的编制应遵循学表结合、材表结合、体例合理、简言意赅、史实准确和条理清晰等原则;其次着重阐述教学中常用的大事年表、阶段年表、对照年表和综合年表等四种重要历史年表的编制,试图为师生自行编制年表提供一些理论和实践经验。第五章研究历史年表的运用,这是本文研究历史年表的最终目的。首先论述历史年表运用时应遵循恰当选择、灵活运用、辅助教材等原则,同时抓住教学需要时运用年表和年表呈现的时机,然后通过个案研究获得的资料分析师生运用历史年表的现状和问题,进而指出其产生问题的原则,提出一些改进建议。
[Abstract]:The history of the chronology has a long history. Since the creation of chronology, later scholars have continued the tradition of compiling chronicles in their historical works. The compilation of Chinese history textbooks also carries forward the advantages of traditional historiography, each textbook will be appended to the chronology of events. As an important part of history books and textbooks, historical chronology plays an important role in sorting out historical events and consulting historical events. This paper analyzes the importance of historical chronology in senior high school history teaching from the perspective of teaching, and how to compile and use historical chronology, and tries to understand the understanding and application of historical chronology by teachers and students from a case study. And then put forward the corresponding suggestions for improvement. This paper is divided into five chapters. The first chapter is the introduction, which discusses the reason of the topic, academic prehistory, concept definition, research scheme and significance. The second chapter discusses the importance of historical chronology. First of all, it expounds that the historical chronology has the advantages of clarifying the clue of historical time, revealing the historical causality and law, picking up the text in a slightly complicated way, and unifying the chronology to be easy to consult. Secondly, it discusses that the historical chronology can make up the historical facts of the existing module of the special history teaching material. The special historical data span is large, the historical facts are reversed and the historical clues are not clear enough. Finally, the importance of the historical chronology as an important part of the teaching material is analyzed. The third chapter analyzes the historical chronology inside and outside the textbook. This chapter focuses on the statistics, arrangement and classification of the historical chronology in the General Senior High School Curriculum Standard Experimental textbook, and holds that the chronology in the textbook mainly includes the appendix chronology. The three kinds of chronology in the text, such as the chronology of teaching reference and other supplementary materials of teaching, are analyzed, and the main types of historical chronology and works, such as Chinese and foreign historical chronology and Chinese general history chronology, are discussed by using the historical data of the literature and the following three categories, such as the Chinese and foreign historical chronology, the Chinese general history chronology, and the Chinese general history chronology. The chronology of Chinese dynastic history can be used by teachers and students. The fourth chapter discusses the compilation of historical chronology. At first, the author expounds that the compilation of chronology used in teaching should follow the principles of combination of learning and tabulation, combination of materials and tables, reasonable style, concise meaning, accuracy of historical facts and clarity of organization, etc. Secondly, the chronology of major events commonly used in teaching should be expounded emphatically. This paper tries to provide some theoretical and practical experience for teachers and students to compile the chronology of the four important historical chronologies in comparison with the chronology and comprehensive chronology. Chapter five studies the use of historical chronology, which is the ultimate purpose of this paper. First of all, it is discussed that the use of historical chronology should follow the principles of proper selection, flexible use, auxiliary teaching materials, etc. At the same time, the use of chronology and chronology should be grasped when teaching needs are needed. Then the paper analyzes the present situation and problems of teachers and students using historical chronology through case study, then points out the principles of producing problems, and puts forward some suggestions for improvement.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51
本文编号：2121452
[Abstract]:The history of the chronology has a long history. Since the creation of chronology, later scholars have continued the tradition of compiling chronicles in their historical works. The compilation of Chinese history textbooks also carries forward the advantages of traditional historiography, each textbook will be appended to the chronology of events. As an important part of history books and textbooks, historical chronology plays an important role in sorting out historical events and consulting historical events. This paper analyzes the importance of historical chronology in senior high school history teaching from the perspective of teaching, and how to compile and use historical chronology, and tries to understand the understanding and application of historical chronology by teachers and students from a case study. And then put forward the corresponding suggestions for improvement. This paper is divided into five chapters. The first chapter is the introduction, which discusses the reason of the topic, academic prehistory, concept definition, research scheme and significance. The second chapter discusses the importance of historical chronology. First of all, it expounds that the historical chronology has the advantages of clarifying the clue of historical time, revealing the historical causality and law, picking up the text in a slightly complicated way, and unifying the chronology to be easy to consult. Secondly, it discusses that the historical chronology can make up the historical facts of the existing module of the special history teaching material. The special historical data span is large, the historical facts are reversed and the historical clues are not clear enough. Finally, the importance of the historical chronology as an important part of the teaching material is analyzed. The third chapter analyzes the historical chronology inside and outside the textbook. This chapter focuses on the statistics, arrangement and classification of the historical chronology in the General Senior High School Curriculum Standard Experimental textbook, and holds that the chronology in the textbook mainly includes the appendix chronology. The three kinds of chronology in the text, such as the chronology of teaching reference and other supplementary materials of teaching, are analyzed, and the main types of historical chronology and works, such as Chinese and foreign historical chronology and Chinese general history chronology, are discussed by using the historical data of the literature and the following three categories, such as the Chinese and foreign historical chronology, the Chinese general history chronology, and the Chinese general history chronology. The chronology of Chinese dynastic history can be used by teachers and students. The fourth chapter discusses the compilation of historical chronology. At first, the author expounds that the compilation of chronology used in teaching should follow the principles of combination of learning and tabulation, combination of materials and tables, reasonable style, concise meaning, accuracy of historical facts and clarity of organization, etc. Secondly, the chronology of major events commonly used in teaching should be expounded emphatically. This paper tries to provide some theoretical and practical experience for teachers and students to compile the chronology of the four important historical chronologies in comparison with the chronology and comprehensive chronology. Chapter five studies the use of historical chronology, which is the ultimate purpose of this paper. First of all, it is discussed that the use of historical chronology should follow the principles of proper selection, flexible use, auxiliary teaching materials, etc. At the same time, the use of chronology and chronology should be grasped when teaching needs are needed. Then the paper analyzes the present situation and problems of teachers and students using historical chronology through case study, then points out the principles of producing problems, and puts forward some suggestions for improvement.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51
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1 蔡启明;高中历史教学中的历史年表及运用研究[D];江西师范大学;2015年
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