不足与应对：高中历史课堂中的史料教学研究

发布时间：2018-05-11 09:56

本文选题：史料教学 + 高中历史课堂　；参考：《华中师范大学》2017年硕士论文

【摘要】：史料教学已成为高中历史教学的主流方式之一,其作用与地位得到了广大专家学者和一线教师的深度认可。开展史料教学,有利于落实课标要求,贯彻课程改革的理念;可以密切联系高考的命题趋势和考试要求,提高学生分析和解决问题的能力;同时通过史料创设相应情境,能够引导学生更好地理解历史;再者在教学中运用史料也可以有效体现历史学科的鲜明特色,使历史课堂更具历史味道。总体来看,史料教学取得了丰硕的成果,积累了丰富的经验,但也面临着不少问题与困境,制约着史料教学的深入发展。因此,如何正视、解决这些问题,做出相应的改进,使之更好地服务于高中历史教学,成为我们共同思考与探索的命题。鉴于此,本文通过对部分历史教师的问卷调查与案例研究发现,当前高中课堂中的史料教学主要存在以下问题:史料教学模式固化;史料搜集、整理能力欠佳;忽视史学阅读,缺乏史学素养;引用史料不作鉴别;运用史料过于单一;史料与结论分离等。针对这些问题,笔者对教师提出了相应的优化建议:转变教学观念,改进教学模式;加强史料的搜集与整理,建立史料资源库;重视史学阅读,提升史学素养;选用史料时要严加鉴别,注重其真实性;尽量展现史料内容与形式的多元化;通过精心设问与合理解读,将史料与结论密切结合等。此外,为了探析史料教学的实践情况,文章最后还以人教版《明清君主专制的加强》一课为例进行了课堂设计,以期积累经验,有所反思,为今后教学提供一定借鉴。
[Abstract]:The teaching of historical materials has become one of the mainstream ways of high school history teaching, and its function and status have been deeply recognized by experts and teachers. The development of historical materials teaching is beneficial to carrying out the requirements of curriculum standard and carrying out the idea of curriculum reform; it can closely link with the tendency of propositions and requirements of the college entrance examination, and improve the students' ability to analyze and solve problems; at the same time, it can create the corresponding situation through historical data. It can guide students to understand history better, moreover, the use of historical materials in teaching can effectively reflect the distinct characteristics of history, and make the history classroom more historical. On the whole, the teaching of historical materials has made a lot of achievements and accumulated rich experience, but it also faces many problems and difficulties, which restricts the further development of the teaching of historical materials. Therefore, how to face up to, solve these problems, make corresponding improvement, make it better serve the history teaching in senior high school, become the proposition that we think and explore together. In view of this, through the questionnaire survey and case study of some history teachers, it is found that there are the following problems in the teaching of historical materials in senior middle school classroom: the solidification of the teaching mode of historical materials, the poor ability of collecting and sorting historical data, the neglect of reading history, Lack of historical literacy; use of historical materials not to be identified; use of historical materials too single; separation of historical data and conclusion. Aiming at these problems, the author puts forward some suggestions to teachers: changing the teaching concept, improving the teaching mode, strengthening the collection and arrangement of historical data, setting up the historical data resource bank, attaching importance to the reading of history and improving the history literacy. When selecting historical materials, we should strictly identify them and pay attention to their authenticity; try to show the diversity of the contents and forms of historical materials; through careful questioning and reasonable interpretation, we should closely combine historical materials with conclusions. In addition, in order to explore the practical situation of historical materials teaching, the article finally takes the "strengthening of autocratic monarchy in Ming and Qing dynasties" as an example to carry out classroom design in order to accumulate experience, reflect on it, and provide some reference for teaching in the future.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51

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