中学历史教育与“突出优势”的培育

发布时间：2018-04-20 11:56

本文选题：历史教育 + 突出优势　；参考：《华中师范大学》2016年硕士论文

【摘要】：不少来自乡镇的家庭成员期待历史教师能够为学生提供一些具有“生存价值意义”的学习内容。不少历史教员也渴望学生通过“中学历史教育”,获得强健的精神力量和卓越的才能。处于青春期的中学生通过各种途径,习得“悲观解释风格”并应用于历史学习和社会生活。这种解释风格与“习得性无助”和“抑郁”存在关联,其不良导向能造成严重的负面影响。它可能扰乱“悲观型学生”的心智,使其难以正确认识与生俱来的“突出优势”,而且能够延误“真实能力”的发展,最终成为妨碍青少年成就人生的绊脚石。其次,受“悲观型解释风格”影响的中学历史教师对灾难性历史事件和悲剧性历史人物故事处理不当,可能会影响到学生的“悲观倾向”的程度,而且偏离了“情感、态度与价值观”的要求。另外,中学历史教育受诸多消极因素的影响,在追求能力方面,它未能充分满足学生的实际需求,而且以“突出优势”为内容的“真实能力”发展不理想。面对“悲观型学生”在精神与能力方面呈现出来的脆弱性,中学历史教育应主动吸收积极心理学的“活性成分”(包括“乐观解释风格”、“沉浸体验”、“突出优势”等)。在构建历史知识体系的同时,培养“突出优势”,为学生群体的蓬勃人生奠定基石。全文由三个部分组成：第一部分主要介绍“悲观型学生”习得“悲观解释风格”的各种途径；阐述“悲观型解释”对“中学历史教学”和青少年的消极影响。第二部分主要阐述如何利用积极心理学的理论成果,完备“中学历史教育”,制定培养“突出优势”的具体实施方案。首先,论述在许多消极因素影响下的中学历史教育和学习者,思考如何更好地发挥“中学历史教育”的积极功能,从而阐述融合“突出优势”与“中学历史教育”的重要性；其次,“乐观解释”与“沉浸体验”配合“历史课堂教学”,制作培养“突出优势”的培育策略；最后,积极心理学的“有效成分”协助“历史课外教学”,设计培养“突出优势”的方案。第三部分主要阐述关于融合“中学历史教育”与“突出优势”的若干思考。论述两者在整合过程中出现的兼容的情况与不兼容的问题；提出关于在“中学历史教育”中存在适用空间的问题。总之,一方面实现“中学历史教学”局部性升级,更好地发挥中学历史教育的育人功能；另一方面,塑造学生的“突出优势”,提升其解决历史问题和现实问题的能力。通过整合两个领域的知识,增强学生应对现实的真实实力,加速学生社会化；帮助青少年在历史学习和未来的社会生活中实现个人价值和社会价值。简而言之,采取各种策略,实现“历史教育”与学习者共同获益的“双赢局面”。
[Abstract]:Many family members from villages and towns expect history teachers to provide students with "survival value" learning content. Many history teachers also desire students to acquire strong spiritual strength and outstanding talent through middle school history education. Middle school students in adolescence acquire pessimistic explanatory style through various ways and apply it to history study and social life. This style of interpretation is associated with "learned helplessness" and "depression", which can have serious negative effects. It may disturb the mind of "pessimistic students", make it difficult for them to correctly understand their inherent "outstanding advantages", and delay the development of "real ability", which will eventually become a stumbling block to the success of teenagers' life. Secondly, the mishandling of the disastrous historical events and the tragic historical characters' stories by the middle school history teachers affected by the "pessimistic interpretation style" may affect the degree of students'"pessimistic tendency" and deviate from the "emotion". Attitude and values. In addition, history education in middle school is influenced by many negative factors. In the aspect of pursuing ability, it fails to fully meet the actual needs of students, and the development of "real ability", which takes "outstanding advantage" as its content, is not ideal. In the face of the weakness of "pessimistic students" in spirit and ability, middle school history education should actively absorb the "active components" of positive psychology (including "optimistic explanation style", "immersive experience", "outstanding advantage" and so on). While constructing the historical knowledge system, we should cultivate "outstanding advantages" and lay the foundation for the vigorous life of students. The thesis is composed of three parts: the first part mainly introduces the various ways for "pessimistic students" to acquire "pessimistic interpretation style", and expounds the negative influence of "pessimistic interpretation" on "history teaching in middle school" and teenagers. The second part mainly expounds how to make use of the theoretical achievements of positive psychology, complete "middle school history education", and formulate the concrete implementation plan of cultivating "outstanding advantage". First of all, it discusses the history education and learners in middle school under the influence of many negative factors, and thinks about how to better play the positive function of "middle school history education", so as to expound the importance of combining "outstanding advantage" and "middle school history education". Secondly, "optimistic explanation" and "immersion experience" are combined with "history classroom teaching" to develop "outstanding advantages" cultivation strategy. Finally, the "effective component" of positive psychology helps "history extracurricular teaching". Design and cultivate the program of "outstanding advantage". The third part mainly expounds some thoughts about merging history education in middle school with outstanding advantage. This paper discusses the compatibility and incompatibility between the two in the process of integration, and puts forward the problem of the application space in the history education of middle school. In a word, on the one hand, the local upgrade of "history teaching in middle school" is realized, and the educational function of history education in middle school is better brought into play; on the other hand, students'"outstanding advantages" are molded to enhance their ability to solve historical and practical problems. By integrating the knowledge of the two fields, we can strengthen the students' real strength to deal with the reality, accelerate the socialization of the students, and help the teenagers realize their personal and social values in the history study and the future social life. In short, take various strategies to achieve a "win-win situation" in which history education benefits learners.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.51

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