高中历史教学中运用比较方法的理论与实践模式

发布时间：2018-08-16 18:40

【摘要】：随着新课改的不断深入,网络时代的飞速发展,历史教育进入了发展的瓶颈阶段,学生多元智力的开发,对历史教师提出了新的挑战。如何改变传统的教学模式,变教师的“教”为学生的“学”,摆正学生的主体地位,使学生成为课堂的中心,已经成为历史教学领域广泛研究且亟待解决的问题。“比较教学法”是在教学活动中,将两个或若干个认识对象给予一定的条件,设置同一参照标准,并按照特定的原则规定进行对照比较,从而确定认识对象属性的同异、地位的主次、结构的偏正、功能的大小、性质的优劣、问题的难易或认识的正误深浅,以达到认识事物本质,明晰问题对策之目的的一种逻辑教学方法。在历史课堂的教学过程中,“比较教学法”也是经常使用到的教学方法之一。在一定的条件下、遵循一定教学原则开展历史比较教学,无论教学内容如何,无论教学对象是谁,也无论在什么教学阶段、教学时间和教学地点,都可使用比较教学法进行原因分析、因素比较、影响评价等。本文采取“理论铺垫,对策后随”的逻辑论证顺序,系统地阐明了“历史比较教学法”的理论架构与方法体系。从“高中历史教学中培养学生历史学习能力的必要性与紧迫性”入手,论述“历史比较教学法”运用的意义,把学生的学习能力按照其特点,划分为动态学习能力与静态学习能力,分而治之。根据问题提出对策,指出：在高中历史教学中,运用“历史比较教学法”有利于学习能力的培育与提高
[Abstract]:With the deepening of the new curriculum reform and the rapid development of the network era, history education has entered the bottleneck stage of development, and the development of students' multiple intelligence has posed a new challenge to history teachers. How to change the traditional teaching mode, change teachers'"teaching" into students'"learning", straighten out students' main position, and make students become the center of classroom, has become a widespread research and urgent problem in the field of history teaching. "Comparative teaching method" is to give certain conditions to two or several cognitive objects in teaching activities, set the same reference standard, and make comparison according to the specific principles, so as to determine the similarities and differences of the attributes of the cognitive objects. A logical teaching method for realizing the essence of things and the purpose of clarifying the countermeasures of problems, such as the priority and order of position, the bias of structure, the size of function, the quality of nature, the difficulty of problems or the depth of right and wrong understanding. In the teaching process of history classroom, comparative teaching method is one of the teaching methods often used. Under certain conditions, historical comparative teaching should be carried out according to certain teaching principles, regardless of the content of the teaching, the object of the teaching, the teaching stage, the teaching time and the teaching place. All can use comparative teaching method for cause analysis, factor comparison, impact evaluation and so on. This paper systematically expounds the theoretical framework and method system of "historical comparative teaching method" by adopting the logical argumentation sequence of "theoretical paving and countermeasure following". Starting from "the necessity and urgency of cultivating students' learning ability in history teaching in senior high school", this paper discusses the significance of the application of "historical comparative teaching method", and puts the students' learning ability according to its characteristics. It is divided into dynamic learning ability and static learning ability. According to the problems, it is pointed out that the use of "historical comparative teaching method" is beneficial to the cultivation and improvement of learning ability in senior high school history teaching.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

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