历史比较法在高中经济史教学中的运用

发布时间：2018-07-04 11:26

本文选题：历史比较法 + 高中　；参考：《南京师范大学》2017年硕士论文

【摘要】：19世纪末20世纪初,历史学领域兴起了与比较研究相结合的学术流派——比较史学。在比较史学中,历史比较法是一种系统而科学的研究方法,它通过比较不同时空条件下的历史事物,分析其异同,以探求历史事物的一般规律和特殊规律。历史学家们将历史比较法用于对史学问题的探讨,拓宽了学术视野,使史学研究大受裨益。如历史研究一般,高中经济史课程中也蕴含有大量可比较的知识内容,历史课程标准也明确提出了比较教学要求,在此基础上,经济史学成熟的比较研究为历史比较法在经济史教学中的运用提供了比较思路,以上条件使得历史比较法具有在高中经济史教学中运用的可行性。那么,历史比较法在高中经济史教学中的运用意义何在呢? 一直以来,经济史都是高中三大历史必修模块中难度最大的课程,通过问卷调查可发现,学生在经济史教学中存在着多项学习难题,如何突破这些学习瓶颈,成为了学生与教师的共同诉求。历史比较法中的多种比较方法都各具优势,求同、求异比较法善于分辨经济概念、分析经济特点,纵向、横向比较法长于整理经济线索、加强经济联系,定量、定性比较法有助于呈现经济背景、探索经济本质,借助这些优势能够帮助学生应对学习困境,从而可以实现历史比较法运用的价值与意义。为确保历史比较法在经济史教学中具有运用的有效性学性和合理性,在比较的过程中,需要注意判别比较对象间的可比性、懂得综合运用多种比较方法或其他教学方法与形式,又要注意多角度比较,并以教学目的为导向,使比较具有明确的指向性、目的性。具体而言,以调查出的其中四项学习难题为例,比如学生常感经济概念易混淆、不易区分;经济史知识点琐碎、零散;经济现象的特点、性质难以分析和经济事件发生的成因难以剖析,教师在面对以上难题时,在教法上可以采用历史比较法,有针对性地为这四项难题提出相应的比较法策略。通过反思历史比较法的上述教学实践过程可知,以教师为主的比较者还需做好比较前的准备,即夯实经济史专业学科知识、具备历史比较法基本理论素养、拥有历史比较思维能力,为比较提供必要的知识理论基础和认知能力基础。
[Abstract]:At the end of the 19th century and the beginning of the 20th century, comparative historiography, an academic school combined with comparative study, emerged in the field of history. In comparative historiography, historical comparative method is a systematic and scientific research method. By comparing historical things under different space-time conditions, it analyzes their similarities and differences, in order to explore the general and special laws of historical things. Historians apply historical comparative law to the exploration of historiography, which broadens the academic horizon and greatly benefits the study of historiography. Such as history research, high school economic history curriculum also contains a lot of comparable knowledge content, history curriculum standards also clearly put forward the requirements of comparative teaching, on the basis of this, The mature comparative study of economic history provides a comparative thought for the application of historical comparative law in the teaching of economic history. The above conditions make it feasible to apply historical comparative law in the teaching of economic history in senior high school. So what is the significance of the application of historical comparative law in the teaching of economic history in senior high school? All along, economic history is the most difficult course in the three required modules of history in senior high school. Through the questionnaire survey, it can be found that students have many learning problems in the teaching of economic history, and how to break through these learning bottlenecks. It has become the common demand of students and teachers. Various methods of comparison in the historical comparative method have their own advantages. The method of seeking difference and comparison is good at distinguishing economic concepts, analyzing economic characteristics, lengthways and horizontally comparing with each other in sorting out economic clues, strengthening economic ties, and quantifying. Qualitative comparative method is helpful to present the economic background, explore the economic essence, and help students cope with the learning dilemma with the help of these advantages, so as to realize the value and significance of the application of historical comparative method. In order to ensure the validity and rationality of the application of historical comparative method in the teaching of economic history, in the process of comparison, we should pay attention to distinguish the comparability between the objects of comparison, and understand the comprehensive use of various comparative methods or other teaching methods and forms. We should also pay attention to the multi-angle comparison and take the teaching aim as the guide, so that the comparison has definite directivity and purpose. Specifically, take four of the learning problems investigated as examples. For example, students often find economic concepts confusing and difficult to distinguish; economic history knowledge is trivial and fragmented; and the characteristics of economic phenomena, It is difficult to analyze the nature and the causes of the economic events. In the face of the above problems, teachers can adopt the historical comparative method in the teaching method, and put forward the corresponding comparative strategy for the four difficult problems. Through reflecting on the above teaching practice of historical comparative law, we can see that the comparator, who is mainly teachers, should prepare well before comparison, that is, to consolidate the professional knowledge of economic history, and to possess the basic theoretical literacy of historical comparative law. Historical comparative thinking provides the necessary theoretical and cognitive basis for comparison.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51

【参考文献】