基于问题的中学历史教学研究

发布时间：2018-03-06 01:29

本文选题：问题　切入点：核心问题　出处：《华东师范大学》2017年博士论文　论文类型：学位论文

【摘要】：当前以"批判性思维""问题解决"的高阶认知能力为需求的21世纪新型人才培养观已初具形态,基于问题的中学历史教学与之有着内在契合。基于问题的中学历史教学围绕核心问题,将教学内容问题化和教学活动问题化,以问题链为教学推进过程,以教师是问题的催生者、合作者、引导者,学生是问题的建构者、探究者、学习者的新型师生互动关系为教学活动形式,明确指向立德树人宗旨和历史思维养成之教学目标,成为一种架构中学历史课堂教学新范式的重要方向。从历史学科内涵出发,可以确定时空观念、证据意识、历史理解、历史解释和历史评价为中学历史教学中的五类核心问题。如果以核心问题勾连中学历史学科内容和学科思维,并以问题和问题链的形式进行整合,那么中学历史课堂教学过程就能在很大程度上成为问题解决的探究学习过程。也就是说,基于问题的中学历史教学用问题整合历史学科内容、学科能力、学科思维是可行的、必要的、有价值的。中学历史教学中的核心问题,在确定与选择时,应充分把握其如下共同特征:形式上的开放性、结构上的复杂性、内容上的目标性、价值上的思维性、本质上的探究性。围绕某类核心问题展开教学时,应懂得使用问题链架构核心问题与目标之间的关系,用问题链反映目标链,用问题链建构认知逻辑,用问题链深化教学目标。核心问题就内容实施而言并不是截然分开而是相互交叉,就过程而言是问题解决的过程,就方法而言是推进教学的方法,过程与方法相互呼应服务于内容,以此而构建的课堂教学问题实施模形是三维的、开放的。核心问题的教学设计在很大程度上决定着基于问题的中学历史教学的实施质量。中学历史教学依托史料文本是其常态,遵循"文本记述"、"历史语境"、"历史认识"由表及里三层不同的历史思维规律和学生从读懂文本、理解文本的语境到依据文本建构自我认识的由低到高的认知水平而划定初高中阶段问题五级水平和相应设问细化,结合课堂中的典型类型展示案例设计。时空观念问题的主要类型有:时空中的历史叙述、年表中的时序观念、时空下的历史解释;证据意识问题的主要类型有:用证据说话、一份证据说一份话、大胆假设小心求证;历史理解问题的主要类型有:历史想象、历史神入、历史推理;历史解释问题的主要类型有:因果解释和多元解释;历史评价问题的主要类型有:共时态同时代人的评价、昔时态后来人的评价。基于问题的中学历史教学研究,可以从问题视角丰富当前核心素养要求下的中学历史教学理论,并对实践中教学提供有效指导。然而,这一研究的实践价值还需要更大范围、更长时间的中学历史教学实践的检验,其理论成果也需在进一步的实践中修正和完善。
[Abstract]:At present, the new concept of talent training in 21th century, which is required by "critical thinking" and "problem solving", has begun to take shape. Problem-based middle school history teaching has an inherent agreement with it. Problem-based middle school history teaching revolves around the core problems, which turns the teaching content into problems and teaching activities into questions, taking the problem chain as the teaching process. Teachers are the promoters of the problems, collaborators, guides, students are the constructor of the problem, inquiry, learners of the new teacher-student interaction as a form of teaching activities, clearly pointing to the purpose of the establishment of a person and the goal of historical thinking. It has become an important direction to construct a new paradigm of history classroom teaching in middle schools. From the connotation of history, we can determine the concept of time and space, the consciousness of evidence, and the understanding of history. History interpretation and history evaluation are five core problems in history teaching in middle school. Then the process of history classroom teaching in middle schools can to a large extent become the inquiry learning process of problem-solving. That is to say, it is feasible for problem-based history teaching to integrate the contents of the history subject, the subject ability, and the subject thinking. The core problems in history teaching in middle schools should be determined and selected with the following common features: openness in form, complexity in structure, goal in content, thinking in value, etc. When teaching around some kind of core problem, we should know how to use the relationship between the core problem and the goal, use the question chain to reflect the target chain, and use the question chain to construct the cognitive logic. In terms of content implementation, the core problems are not separated from each other, but intersect with each other. In terms of process, they are the process of problem solving, and the method of promoting teaching. The process and method correspond to each other to serve the content, and the classroom teaching problems implemented in this way are three-dimensional. The teaching design of the core issues determines to a great extent the quality of the implementation of problem-based history teaching in middle schools. Following the three different historical thinking rules of "textual description", "Historical context", "Historical Cognition" and the students' understanding of the text from the outside to the inside, From understanding the context of the text to constructing the low to high cognitive level of self-knowledge, defining the five levels of middle and senior middle school problems and setting up corresponding questions and refinement, The main types of spatio-temporal concept problems are: historical narration in space-time, chronological concept in chronology, historical interpretation in space-time, and the main types of evidential consciousness problems are: speaking with evidence. The main types of historical understanding problems are: historical imagination, historical mind, historical reasoning, historical interpretation of the main types of problems: causality and multiple interpretation; The main types of historical evaluation problems are as follows: the evaluation of the contemporaneous contemporaries, the evaluation of the past tense, the research of problem-based history teaching in middle schools, which can enrich the theory of history teaching in middle schools under the requirements of the current core literacy from the perspective of problems. However, the practical value of this study still needs to be tested in a larger scope and for a longer period of time in history teaching practice in middle schools, and its theoretical achievements need to be revised and perfected in further practice.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G633.51

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