史料教学与高中生历史逻辑思维能力的培养
发布时间：2018-10-11 08:57
【摘要】：高中生正处于逻辑思维快速发展的最佳时期,运用史料对其进行逻辑思维的训练不仅能够激发学生对历史学习的兴趣,提高历史学科能力；还可以提升高中生的历史逻辑思维能力,完善高中生的思维体系。本文主要采用了文献研究法和案例分析法初步探讨史料教学对于高中生历史逻辑思维的培养。首先分别论述了史料教学与历史逻辑思维的相关概念性内容,运用史料教学培养高中生历史逻辑思维的理论依据,为本文核心内容作铺垫。其次重点对构成历史逻辑思维的三个部分：分析与综合、比较与概括、归纳与演绎作相关理论叙述,且每一部分都选取相应的史料进行史料教学作为教学案例予该部分以论证。最后分别从史料教学、教师、学生三个方面探讨史料教学在高中生历史逻辑思维的培养过程中所遇到的问题并提出了一些简单的策略。运用史料教学来培养高中生的历史逻辑思维通行于理论方面,但仍需在教学实践中作进一步的研究探讨。
[Abstract]:High school students are in the best period of rapid development of logical thinking. The use of historical materials to train their logical thinking can not only stimulate students' interest in history learning, but also improve the ability of history subjects. It can also improve the history logic thinking ability of high school students and perfect the thinking system of high school students. This paper mainly discusses the cultivation of historical logic thinking of senior high school students by means of literature research and case analysis. Firstly, this paper discusses the related conceptual contents of historical materials teaching and historical logical thinking, and uses historical materials teaching to cultivate the theoretical basis of senior high school students' historical logical thinking, thus paving the way for the core content of this paper. Secondly, it focuses on the three parts of historical logical thinking: analysis and synthesis, comparison and generalization, induction and deduction to make relevant theoretical narration, and each part selects the corresponding historical materials to teach as a teaching case to this part to prove. Finally, this paper discusses the problems encountered in the process of training history logical thinking of senior high school students from three aspects of historical materials teaching, teachers and students, and puts forward some simple strategies. The use of historical materials teaching to train high school students' historical logic thinking is generally used in theory, but it still needs further research and discussion in teaching practice.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.51
本文编号：2263601
[Abstract]:High school students are in the best period of rapid development of logical thinking. The use of historical materials to train their logical thinking can not only stimulate students' interest in history learning, but also improve the ability of history subjects. It can also improve the history logic thinking ability of high school students and perfect the thinking system of high school students. This paper mainly discusses the cultivation of historical logic thinking of senior high school students by means of literature research and case analysis. Firstly, this paper discusses the related conceptual contents of historical materials teaching and historical logical thinking, and uses historical materials teaching to cultivate the theoretical basis of senior high school students' historical logical thinking, thus paving the way for the core content of this paper. Secondly, it focuses on the three parts of historical logical thinking: analysis and synthesis, comparison and generalization, induction and deduction to make relevant theoretical narration, and each part selects the corresponding historical materials to teach as a teaching case to this part to prove. Finally, this paper discusses the problems encountered in the process of training history logical thinking of senior high school students from three aspects of historical materials teaching, teachers and students, and puts forward some simple strategies. The use of historical materials teaching to train high school students' historical logic thinking is generally used in theory, but it still needs further research and discussion in teaching practice.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.51
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