近五年（2010-2014）高考试题社会史观考点的量化分析

发布时间：2018-01-20 23:39

本文关键词： 高考试题社会史观量化分析　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：随着新课改的推进,多种新史观开始渗透于教材编写和高考试题命制。社会史观也作为一种新史观逐渐被得到关注。社会史观主要是指从社会的角度观察历史,注重社会问题。它认为,社会问题应该和政治、经济、军事、文化问题一样,也是史学的研究对象。人们开始把眼光转向“小人物”,转向与我们生活息息相关的历史。它主要包括社会生活史、婚姻史、习俗史、城市史、社会保障史等。这些问题从微观角度真实反映着政治、经济、文化问题,而且和我们的现实生活紧密联系。所以,社会史观成为了新课改背景下全新的选材方向和高考命题视角。新课改之后,老师也开始关注新史观,开始把新的教学理念和史学前沿成果渗透到历史课堂上。但是,大家对于社会史观的关注处于一个边缘化的状态。很多学者对社会史观的教学研究,侧重于概念研究、理论研究、个案研究,而缺乏具体的量化研究。在近五年的高考命题中,对社会史观的考查力度也越来越大。但是在中学历史教学中,老师和同学并没有对这一史观有太多的重视。鉴于此,本文试图在课程教学和社会史观理论支持的基础上,通过量化分析的方法,统计分析近五年来全国各地高考对社会史观的考查方式、考查频率及社会史观知识点分布的特点,归纳总结高考对社会史观命题的规律,一方面引起教师和学生对社会史观的重视,另一方面从教学及高考两方面对社会史观的教学提出切实可行的建议。本文通过对近五年70套高考试题量化分析发现,高考试题考查社会史观的形式以选择题和主观题为主,整体上来看,地方卷考查社会史观的频率更高,全国卷更加关注社会热点。在知识点方面侧重考查社会生活史、家庭婚姻史和社会热点问题。而关于社会史观的史料类型也是来源多样化、形式多样化。由此,本文针对中学的史观教学提出一点切实可行的建议：在常规教学中让生活走进历史,培养学生关注社会问题的意识,老师多关注史学前沿问题；在复习备考中,老师应整合社会史观的教材,密切关注社会转型问题和社会热点问题,拓展学生的历史思维,让学生从社会史观分析各种社会热点问题。
[Abstract]:With the development of the new curriculum reform, many new historical views have begun to permeate the compilation of teaching materials and the system of examination questions in the college entrance examination. As a new historical view, the social historical view has gradually been paid attention to. The social historical view mainly refers to the observation of history from the perspective of society. Focus on social issues. It believes that social problems should be like political, economic, military, cultural issues, but also the object of historical research. People began to turn their eyes to "little people". It mainly includes social life history, marriage history, custom history, urban history, social security history and so on. These problems reflect the political, economic and cultural problems from the micro perspective. And it is closely related to our real life. Therefore, the social history view has become the new choice direction and the college entrance examination proposition angle of view under the new curriculum reform background. After the new curriculum reform, the teacher also began to pay attention to the new historical view. Begin to infiltrate the new teaching idea and the frontier achievement of historiography into the history classroom. However, everyone's concern about the social history view is in a marginalized state. Many scholars' teaching research on the social history view. Focus on the concept of research, theoretical research, case studies, but lack of specific quantitative research. In the recent five years of the college entrance examination proposition, the examination of social history is also growing. But in the middle school history teaching. Teachers and students do not pay much attention to this view of history. In view of this, this paper attempts to use quantitative analysis method on the basis of curriculum teaching and the theory of social history. Statistical analysis of the recent five years of the national college entrance examination on social history of the survey methods, examination frequency and the distribution of knowledge points of social history view characteristics, summed up the college entrance examination on the social history of the proposition of the law. On the one hand, it causes teachers and students to pay more attention to the view of social history. On the other hand, from the aspects of teaching and college entrance examination, the author puts forward some practical suggestions on the teaching of social history view. This paper makes a quantitative analysis of 70 sets of college entrance examination questions in the past five years. College entrance examination questions to examine the form of social history in the form of multiple choice questions and subjective questions, as a whole, the local examination of the social history of the higher frequency. The national volume pays more attention to social hot spots. In terms of knowledge points, it focuses on the examination of social life history, family marriage history and social hot issues. This article puts forward some practical suggestions for the history view teaching of middle school: in the routine teaching, let life enter history, cultivate students' consciousness of paying attention to social problems, and teachers pay more attention to the frontier problems of historiography; In the preparation for the examination, the teacher should integrate the teaching materials of the social historical view, pay close attention to the social transformation problem and the social hot spot problem, expand the students' historical thinking, and let the students analyze all kinds of social hot issues from the social historical view.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

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