新课程历史教学对学科思维素养培育的探索研究

发布时间：2018-01-10 19:17

本文关键词：新课程历史教学对学科思维素养培育的探索研究　出处：《广西师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着新课程改革的纵深发展,新修订的历史课程标准倡导在教学中培育学生的学科素养,以素养为导向的教育受到越来越多教育工作者的关注。历史学科思维素养是指学生运用思维实现对历史问题的理解、分析和解决的综合素养,对学生的历史思维发挥独特的贡献和作用,也是历史学科的思维教育价值在学生身上的体现和落实。本文以前人的研究为基础,从现状调查中了解当前高中历史学科思维素养培育存在的问题,力求探索出培育历史学科思维素养的有效策略和方法。全文共分为五大部分。第一部分是绪论,主要论述选题缘由和相关理论基础,从当前社会发展以及创新人才培养的现实出发,结合新一轮课程改革的理念以及高考对学科思维素养考查的力度,对课题相关的概念及理论基础进行说明,并梳理了前人的研究成果,分析培育学生学科思维素养的意义,最后介绍了本文的研究思路、研究方法及创新之处。第二部分为高中历史学科思维素养培育现状分析。首先,运用问卷和访谈的形式分别对学生和教师进行调查,初步了解当前历史学科思维素养培育的现状与存在问题;其次分析了影响历史学科思维素养提升的相关因素,以期有针对性地提出解决策略和方法。对历史学科思维素养培育的策略探索是论文的主体部分,包括培育的策略和方法。首先,从学生个体自然思维、历史课程的“学习经验”和历史学科的思维独特性入手,创设了三个方面培育策略,以具体的案例进行说明。随后,归纳总结了创设历史情境、互动交流以及诱思探究三大类培育方法,从微观视角探索培育的具体方向。第四部分是反思与展望。对本课题研究的成果与不足进行反思,对历史学科思维素养培育的前景进行展望。最后一部分是结语,再次谈及了笔者对高中历史学科思维素养培育的认识与体会,笔者将继续围绕“历史学科思维素养”进行深入实践与探索。本文的创新之处是从思维素养的视角出发,将历史学科思维放置于一个完整的素养系统中考查,涵盖思维意识、技能、品质几个方面,在前人研究的基础之上,力图弥补概念不完善、实施路径不清晰的现状,具体落实到历史教学案例中进行策略的探索。
[Abstract]:With the further development of the new curriculum reform, the newly revised history curriculum standards advocate the cultivation of students' subject literacy in teaching. Literacy oriented education has been paid more and more attention by educators. History subject thinking literacy refers to the students' comprehensive literacy of understanding, analyzing and solving historical problems by means of thinking. It plays a unique contribution and role to the students' historical thinking, and it is also the embodiment and implementation of the educational value of the thinking of the history subject in the students. From the investigation of the current situation of senior high school history subject thinking literacy cultivation problems, and strive to explore the cultivation of historical discipline thinking literacy effective strategies and methods. The full text is divided into five parts. The first part is the introduction. This paper mainly discusses the reason and related theoretical basis of the topic, from the current social development and the reality of innovative talent training, combined with a new round of curriculum reform concept and the college entrance examination of the strength of discipline thinking literacy. This paper explains the related concepts and theoretical basis of the subject, combs the previous research results, analyzes the significance of cultivating students' subject thinking literacy, and finally introduces the research ideas of this paper. Research methods and innovations. The second part of the history of senior high school thinking literacy cultivation analysis. First, the use of questionnaires and interviews to investigate students and teachers. To understand the present situation and existing problems of the cultivation of thinking accomplishment of historical discipline; Secondly, it analyzes the related factors that affect the improvement of the thinking literacy of the history discipline, with a view to putting forward the solution strategies and methods. The main part of the thesis is the strategy exploration of the cultivation of the thinking literacy of the history discipline. First of all, from the students' individual natural thinking, history curriculum "learning experience" and the unique thinking of history, the creation of three aspects of cultivation strategies. Then, it summarizes the cultivation methods of creating historical situation, interactive communication and inductive exploration. From the micro perspective to explore the specific direction of cultivation. 4th part is reflection and outlook. The last part is the conclusion, talking about the author's understanding and experience of the cultivation of the thinking literacy of the history subject in senior high school. The author will continue to practice and explore deeply around "thinking accomplishment of history subject". The innovation of this paper is to put the thinking of history discipline into a complete literacy system from the perspective of thinking literacy. On the basis of previous studies, this paper tries to make up for the present situation of imperfect concept and unclear implementation path, and carries out the strategy exploration in history teaching cases.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51

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