高中生历史比较能力的培养现状及策略

发布时间：2018-05-31 04:08

本文选题：历史比较能力 + 高中历史教学　；参考：《扬州大学》2016年硕士论文

【摘要】：随着新一轮中小学课程教材改革的推行,历史教育更加注重学生思维能力的培养,特别是在高中阶段。从《普通高中历史课程标准(实验稿)》中对“能力目标”的表述可知,历史思维能力呈现为对历史事实的分析、综合、比较、归纳、概括等认知活动,并与解决问题密切相关。其中,“历史比较能力”以其广阔的探究视角、成熟的史学方法成为高中生历史思维能力重要组成。培养“历史比较能力”有助于高中生形成“古今贯通,中外关联”的历史知识体系和基本的比较史学素养,这不仅是中学历史教育界实施新型教学模式的内在要求,也适应了当今全球化发展的潮流。本文重在研究高中生历史比较能力的形成过程,并基于此进行实证调查,为培养高中生历史比较能力提出切实可行的策略。通过问卷调查两所不同层次高中的实际教学情况,表明部分师生在辨别历史比较问题情境、理解历史比较对象、运用历史比较方法、选取历史比较视角、及调控与反思整个历史比较进程方面存在诸多问题,分析发现,其影响因素主要为教科书使用、课堂教学、历史学习、历史教师的专业素质及历史学业评价。据此,笔者得出培养高中生比较能力的策略：第一,教科书使用,应基于可比性原则创造性整合教科书内容,并凸显教科书中“活动与探究”性质栏目中历史比较题的探究性；第二,课堂教学,应采用以探究学习为主的教学模式来创设历史比较问题情境,并选择包括历史比较方法在内的多样化教学方法,以及革新教学设计理念,实施历史比较教学；第三,探究式学习指导,在明确历史比较问题情境的结构和类型、分别考察历史比较对象基础上,选择比较项,调动资源比较异同,并分析原因,得出问题结论；第四,学业评价,应针对历史比较的全过程进行综合评价,并引入可比材料命制高考历史比较题。
[Abstract]:With the implementation of the new reform of curriculum teaching materials in primary and secondary schools, history education pays more attention to the cultivation of students' thinking ability, especially in the senior middle school stage. From the expression of "ability goal" in the History Curriculum Standard of General Senior High School (Experimental draft), we can see that the ability of historical thinking is presented as cognitive activities such as analysis, synthesis, comparison, induction and generalization of historical facts, and is closely related to solving problems. Among them, historical comparative ability has become an important component of high school students' historical thinking ability with its wide exploration perspective and mature historiography method. The cultivation of "historical comparative ability" is helpful for senior high school students to form a historical knowledge system and basic comparative historical literacy, which is not only the inherent requirement for the implementation of a new teaching model in the field of history education in middle schools. Also adapted to the current trend of globalization. This paper focuses on the formation process of historical comparative ability of senior high school students, and carries out empirical investigation based on it, and puts forward practical strategies for cultivating historical comparative ability of senior high school students. Through the questionnaire survey on the actual teaching situation of two high schools at different levels, it is shown that some teachers and students are discriminating the historical comparison problem situation, understanding the historical comparison object, using the historical comparison method, choosing the historical comparison angle of view. There are many problems in the process of adjusting and introspecting the whole history comparison. It is found that the main influencing factors are textbook use, classroom teaching, history study, history teacher's professional quality and history academic evaluation. On this basis, the author draws the strategies of cultivating the comparative ability of senior high school students: first, the use of textbooks should be based on the principle of comparability to creatively integrate the content of textbooks, and highlight the "activity and inquiry" nature of the textbook column of historical comparison of the inquiry; Second, classroom teaching should adopt the teaching mode of inquiry learning to create the historical comparison problem situation, and select various teaching methods, including historical comparison methods, as well as innovate the teaching design concept, and carry out historical comparative teaching. Third, inquiry learning guidance, on the basis of defining the structure and types of historical comparative problem situations, selecting comparative items, mobilizing resources to compare similarities and differences, and analyzing the reasons, draw the conclusion of the problem. Academic evaluation should be based on the comprehensive evaluation of the whole process of historical comparison and the introduction of comparable materials for historical comparison of the college entrance examination.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.51

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