社会学理论、方法在高中历史教学中的运用研究

发布时间：2018-11-06 07:17

【摘要】：随着新一轮中学课程改革拉下序幕,对高中历史教学提出了新的挑战与要求。针对历史学科内容庞杂的特点,如何在教学中激发学生对课程的学习兴趣、引导学生对问题做深入探究,就需要教师在提高教学技能的同时对教学内容的选取进行挖掘和创新。近年来,在社会快速转型的进程中,社会学以其对社会现象和社会问题的独特分析视角越来越引起人们关注。“它山之石可以攻玉”,本文把二者结合起来,探讨将社会学理论、方法运用于高中历史教学的具体方法,并以此反思在运用过程中的积极效果与局限性。本文从社会学基本内涵出发,对社会学研究对象进行简要介绍,并在此基础上,对社会学理论、方法做适当说明。针对本文把社会学理论、方法运用于高中历史教学的探讨,这里重点介绍马克斯韦伯《新教伦理与资本主义精神》、费孝通差序格局、结构化访问。在对具体社会学理论、方法有所了解后,着重探讨如何把相关理论、方法运用于历史教学实践。《新教伦理与资本主义精神》介绍了文化对经济的影响,在讲述必修三宗教改革时,可以问题导入的方式在课堂抛出韦伯“为什么资本主义仅发生在西方”的疑问,并在课堂最后介绍韦伯对问题的解释：宗教改革后产生的新教,其遵循的伦理规范对西方资本主义精神产生了促进作用,以此贯穿课堂,引发学生思考。差序格局是费孝通先生早年对古代中国社会形态和人际关系所做的有趣比喻,针对这一理论,主要用来辅助学生掌握知识点。在必修二“小农经济”的理解、必修一中国近现代的曲折历程、必修三“李约瑟”难题,适当插入该理论帮助学生理解古代中国社会。结构化访问有统一的访问提纲,在岳麓版必修二关于“改革开放以来日常生活的新变化”综合探究课上,以布置家庭作业的方式让学生在社区内进行结构化访问,让学生在实践中感受身边的历史。社会学以其独特视角对社会和社会中的人进行研究与思考,其中不乏一些生动有趣又内涵深远的理论、方法,把这些理论、方法以适当的形式引入高中历史教学,对教师实现课标要求、合理组织教学内容、增强学科素养有一定帮助；对学生注意力的吸引、学习兴趣的提高、思维能力的扩展都具有较好效果。但同时,社会学学科发展的缓慢,理论、方法的纷乱、深刻也为其运用于历史教学造成了一定局限性。这对老师选择、运用社会学理论、方法,学生接受、理解这些理论、方法造成了挑站。
[Abstract]:With the prologue of the new curriculum reform in middle schools, it puts forward new challenges and requirements to the history teaching in senior high school. In view of the complicated content of history course, how to arouse students' interest in the course and guide them to explore the problem in the course of teaching, it is necessary for teachers to dig out and innovate the selection of teaching content while improving their teaching skills. In recent years, in the process of rapid social transformation, sociology has attracted more and more attention because of its unique perspective on social phenomena and social problems. "the stone of the mountain can attack the jade", this article combines the two, discusses the concrete method of applying the sociological theory and method to the history teaching in senior high school, and reflects on the positive effect and limitation in the process of application. Starting from the basic connotation of sociology, this paper gives a brief introduction to the research object of sociology, and on this basis, explains the theory and method of sociology. In view of the application of sociological theories and methods to the study of history teaching in senior high schools, this paper focuses on Max Weber's "Protestant Ethics and the Spirit of Capitalism", Fei Xiaotong's differential order pattern, and structured visits. After some understanding of specific sociological theories and methods, this paper focuses on how to apply the relevant theories and methods to the practice of history teaching. "Protestant Ethics and the Spirit of Capitalism" introduces the influence of culture on the economy. When talking about the required three-religion reform, we can ask Weber's question of "why capitalism only happens in the West" in the classroom, and at the end of the class, we will introduce Weber's explanation of the problem: the Protestantism that came into being after the religious reform. The ethical norms it follows have promoted the spirit of capitalism in the West, which has penetrated the classroom and caused students to think about it. The pattern of differential order is an interesting metaphor made by Mr. Fei Xiaotong to the social formation and interpersonal relationship in ancient China in his early years. In view of this theory, it is mainly used to assist students to master knowledge points. In the understanding of "small peasant economy", the tortuous course of modern China, and the "Needham" problem, the theory should be properly inserted to help students understand the ancient Chinese society. Structured access has a unified access outline. In the Yuelu version of the second compulsory course on "New changes in Daily Life since the Reform and opening up", students are asked to conduct structured visits in the community in the way of homework assignments. Let students experience the history around them in practice. Sociology studies and ponders the society and the people in the society with its unique angle of view. Among them, there are some vivid, interesting and profound theories, methods, which are introduced into the history teaching of senior high school in appropriate form. It is helpful for teachers to meet the requirements of curriculum standard, organize the teaching content reasonably and enhance the subject accomplishment. It has good effect on the attraction of students' attention, the improvement of learning interest and the expansion of thinking ability. But at the same time, the slow development of sociology and the confusion of theories and methods also cause some limitations for its application in history teaching. This pair of teachers choose, apply sociological theories, methods, and students accept and understand these theories, and the method creates a stand.
【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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