微观史学理论在高中历史教学中的应用初探
发布时间：2018-12-25 16:13
【摘要】：微观史学理论是20世纪70年代末崛起的一股新的史学潮流。它始兴于意大利,随后逐渐传播到法、英、美、德等国,在史学研究领域产生了全球性的影响。一方面,微观史学纠正了新史学过分关注长时段结构和宏观建构的弊端、忽略了微观具体历史史实;另一方面扩大了历史研究对象和材料的来源,增加了读者对历史作品的兴趣。2011年颁布的中学历史课程标准吸纳了丰富的史学理论,为课改下的中学历史教学提供了新的视野。而在目前高中历史教材中,往往是宏观历史的编写,鲜有微观历史的呈现。将微观史学理论引入到高中历史教学,既丰富了教学方法和课堂内容,又拉近了学生与历史的距离,进而促使历史教学能够真正践行“以人为本”的教育原则。当然,由于微观史研究视角过分关注细微历史,容易导致“历史的碎化”。因此,以微观史学理论指导下的高中历史教学也存在一定的缺陷,这就需要学校、教师与学生三方的合作,以期取得高效率的教学成果,提升学生情感价值,实现素质教育的目标。本文共分为五个部分:第一部分为绪论,主要是对研究课题进行基础性阐述,明确选题缘由、研究意义、国内外研究现状及本文创新之处,研究方法与重难点等内容。第二部分,主要是对微观史概念阐释,包括微观史产生与发展、研究对象和研究方式以及特点。第三部分是微观史学理论指导高中历史教学的原因与条件。将微观史学理论应用到历史教学中去,能够将历史知识与现实结合起来,克服高中历史教学与实际相脱离的弊端,有利于促进传统教学模式的改变。这既符合素质教育的要求,又符合建构主义学习理论的要求。总结微观史学理论指导课堂所需要具备的条件:扎实的史料是前提,创设情境是基础,学生参与是核心,教师的引导是必要补充条件。只有四者完美结合,课堂才能达到理想的效果。第四部分通过引用微观史材料——张裕百年酿酒公司来具体分析近代中国民族资本主义曲折发展的教学案例,展现了微观史学理论指导下课堂的实施效果。第五部分,微观史学理论由于本身存在着一定的缺陷,因而在高中历史教学中运用微观史学理论时应该注意宏观与微观结合、教师要提高理论和实践能力以及学校应建立有效的教学与评价方式,把握好授课基调,实现学生真正参与到学习中去的目标,促进学生自我价值观的建立。第六部分为结束语,是对论文一定层面的总结。
[Abstract]:Micro-historiography theory is a new trend of historiography rising in the late 1970s. It originated in Italy, and then spread to France, Britain, America, Germany and other countries, and had a global impact in the field of historical research. On the one hand, the microcosmic historiography corrects the drawback of the new historiography which pays too much attention to the long-term structure and the macroscopic construction, and ignores the historical facts of the microcosmic concrete history. On the other hand, it expands the sources of historical research objects and materials, and increases the readers' interest in historical works. The history curriculum standards issued in 2011 absorb rich historical theories and provide a new perspective for the history teaching in middle schools under the curriculum reform. However, in the current history textbooks of senior high school, it is often the writing of macro history, and there is little micro history. The introduction of microcosmic historiography theory into senior high school history teaching not only enriches the teaching methods and classroom contents, but also draws closer the distance between students and history, thus promoting the history teaching to truly practice the "people-oriented" educational principle. Of course, micro-history studies focus too much on fine history, which can easily lead to the fragmentation of history. Therefore, there are some defects in history teaching in senior high school under the guidance of microcosmic history theory, which requires the cooperation of school, teachers and students in order to achieve high efficiency teaching results and enhance the emotional value of students. To achieve the goal of quality education. This paper is divided into five parts: the first part is the introduction, mainly to the basic elaboration of the research topic, clear the reason of the topic, research significance, domestic and foreign research status and innovation of this article, research methods and important difficulties and so on. The second part mainly explains the concept of micro history, including the emergence and development of micro history, research object, research methods and characteristics. The third part is the reason and condition of micro-history theory guiding history teaching in senior high school. The application of microcosmic historiography theory to history teaching can combine historical knowledge with reality, overcome the drawback of separating history teaching from reality in senior high school, and promote the change of traditional teaching mode. This is not only in line with the requirements of quality education, but also with the requirements of constructivism learning theory. It is necessary to summarize the requirements of microcosmic historical theory guiding classroom: solid historical data is the premise, setting up the situation is the foundation, students' participation is the core, and the teacher's guidance is the necessary supplementary condition. Only the perfect combination of the four, the classroom can achieve the desired results. The fourth part analyzes the teaching cases of the tortuous development of modern Chinese national capitalism by quoting the microcosmic historical material, Changyu hundred years Brewery Company, and shows the effect of classroom implementation under the guidance of microcosmic historiography theory. The fifth part, because there are some defects in the theory of micro historiography, we should pay attention to the combination of macro and micro when applying the theory of micro historiography in the history teaching of senior high school. Teachers should improve their ability of theory and practice, and schools should establish effective teaching and evaluation methods, grasp the tone of teaching, realize the goal of students' participation in learning, and promote the establishment of students' self-values. The sixth part is the conclusion, which is the conclusion of the thesis.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51
本文编号：2391346
[Abstract]:Micro-historiography theory is a new trend of historiography rising in the late 1970s. It originated in Italy, and then spread to France, Britain, America, Germany and other countries, and had a global impact in the field of historical research. On the one hand, the microcosmic historiography corrects the drawback of the new historiography which pays too much attention to the long-term structure and the macroscopic construction, and ignores the historical facts of the microcosmic concrete history. On the other hand, it expands the sources of historical research objects and materials, and increases the readers' interest in historical works. The history curriculum standards issued in 2011 absorb rich historical theories and provide a new perspective for the history teaching in middle schools under the curriculum reform. However, in the current history textbooks of senior high school, it is often the writing of macro history, and there is little micro history. The introduction of microcosmic historiography theory into senior high school history teaching not only enriches the teaching methods and classroom contents, but also draws closer the distance between students and history, thus promoting the history teaching to truly practice the "people-oriented" educational principle. Of course, micro-history studies focus too much on fine history, which can easily lead to the fragmentation of history. Therefore, there are some defects in history teaching in senior high school under the guidance of microcosmic history theory, which requires the cooperation of school, teachers and students in order to achieve high efficiency teaching results and enhance the emotional value of students. To achieve the goal of quality education. This paper is divided into five parts: the first part is the introduction, mainly to the basic elaboration of the research topic, clear the reason of the topic, research significance, domestic and foreign research status and innovation of this article, research methods and important difficulties and so on. The second part mainly explains the concept of micro history, including the emergence and development of micro history, research object, research methods and characteristics. The third part is the reason and condition of micro-history theory guiding history teaching in senior high school. The application of microcosmic historiography theory to history teaching can combine historical knowledge with reality, overcome the drawback of separating history teaching from reality in senior high school, and promote the change of traditional teaching mode. This is not only in line with the requirements of quality education, but also with the requirements of constructivism learning theory. It is necessary to summarize the requirements of microcosmic historical theory guiding classroom: solid historical data is the premise, setting up the situation is the foundation, students' participation is the core, and the teacher's guidance is the necessary supplementary condition. Only the perfect combination of the four, the classroom can achieve the desired results. The fourth part analyzes the teaching cases of the tortuous development of modern Chinese national capitalism by quoting the microcosmic historical material, Changyu hundred years Brewery Company, and shows the effect of classroom implementation under the guidance of microcosmic historiography theory. The fifth part, because there are some defects in the theory of micro historiography, we should pay attention to the combination of macro and micro when applying the theory of micro historiography in the history teaching of senior high school. Teachers should improve their ability of theory and practice, and schools should establish effective teaching and evaluation methods, grasp the tone of teaching, realize the goal of students' participation in learning, and promote the establishment of students' self-values. The sixth part is the conclusion, which is the conclusion of the thesis.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51
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