“神入”历史教学法在高中历史教学中的运用

发布时间：2017-12-28 16:28

本文关键词：“神入”历史教学法在高中历史教学中的运用　出处：《安徽师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：随着新课程改革的开展,如何转变传统历史教学模式,一直困扰着广大历史教育工作者。近年来,许多历史教学新方法、新观念层出不穷,力图打破传统教学模式,开拓教学新视野。其中,二十世纪九十年代由西方传入我国的“神入”历史教学便是典型代表。它是指学生通过掌握充分的历史证据,观察历史环境,站立历史人物的角度思人、思物、度情,探索历史事件的内在动因,体验历史人物行为背后的情感、动机、意图等,并对历史事件、人物做出暂定性评价的历史教学方法。“神入”历史教学法不同于情境教学法,它既是一种教学方法,同时又是教学目标。这种教学方法有利于激发学生学习历史的兴趣,增强了学生的主体意识,培养学生的批判性思维、时序性思维能力。由于传入我国时间较短,“神入”历史教学尚有很多的延伸和发展空间,本文试图结合教学实例阐释“神入”历史教学法的运用。特别是在介绍“神入”历史教学法的特征、操作流程、教学形态时,都立足于笔者的教学设计,并结合笔者的教学实践经验,提出几点教学中应注意的问题,以期丰富“神入”历史教学理论的内涵。
[Abstract]:With the development of the new curriculum reform, how to change the traditional history teaching model has been plaguing the majority of the historical educators. In recent years, many new methods and new ideas of history teaching have come out in an endless stream, trying to break the traditional teaching model and open up a new view of teaching. Among them, 1990s from the West into China's "Empathy" is a typical representative of history teaching. It refers to the students through the grasp of historical evidence fully, observe the historical environment, standing historical figures, thinking, thinking angle of emotion, intrinsic motivation to explore the historical events, historical figures behind the experience of emotion, motivation, behavior intention, and the historical events and characters make a tentative evaluation of history teaching methods. "Empathy" history teaching method is different from the Situational Teaching Method, it is a kind of teaching method, and teaching objectives. This teaching method is helpful to arouse the students' interest in learning history, enhance the students' subjective consciousness, and cultivate their critical thinking and time series thinking ability. Since introduced into China for a short period of time, the extension and development of spatial empathy "there are a lot of history teaching, this paper tries to explain the use of combined with the teaching practice of" Empathy "teaching method of history. Especially in the introduction of "Empathy" history teaching characteristics, operation process, teaching form, teaching design is based on the author's teaching practice, and combining with the author's experience, we should pay attention to a few problems in the teaching, in order to enrich the "connotation of empathy" history teaching theory.
【学位授予单位】：安徽师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.51

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