高考历史命题中的跨学科趋势及应对策略

发布时间：2018-11-09 07:33

【摘要】：历史跨学科命题是指命题者在坚持历史学科主体地位的前提下,综合其他学科的相关知识和研究方法,命制出跨学科的综合题,以考查学生的综合能力、多学科的视角以及开放性的思维方式。高考历史跨学科命题主要包括单一学科交叉命题和多学科交叉综合命题两种类型。目前,就高考历史江苏卷而言,跨学科命题的趋势已经渐趋明显,主要表现在跨学科命题所占分值总体呈现递增趋势,所跨学科类别不断增多,从传统相关学科向其他学科转变,跨学科试题的题型也由最初的单一学科交叉向多学科交叉转变。高考历史跨学科命题本身有着深厚的心理学和教育心理学的理论基础,它适应了学生发展创造性思维和发散性思维的需要,也是学生知识迁移的一种重要表现,同时还体现出现代教育的建构主义学习理论。此外高考历史呈现跨学科命题趋势与历史学科本身的广博性的特点分不开,与国内外课程综合化改革的趋势分不开,与21世纪以来高考模式改革和高考命题改革的要求分不开。然而,深入教学第一线开展调查,不难发现师生在应对高考历史跨学科试题和进行跨学科教学时还存在着许多问题,主要集中在师生缺乏跨学科教学的意识,教师虽然觉得跨学科教学有必要,但却不知道如何实施,学生在应对跨学科试题时容易脱离历史学科主体地位等等。因此,在应对跨学科试题和开展跨学科教学时,教师应该转变观念,树立跨学科教学意识,努力构建多元化知识结构,提高自我的智能素质,同时教师之间还可以建立跨学科综合教学共同体,取长补短、优势互补。而学生应转变自我的学习观念,不断的积累丰富相关学科的基础知识,做到知识的正迁移,同时学会打破单科思维模式,综合思考问题,此外,在解答跨学科试题时,切忌脱离历史学科主体地位,应紧密联系当时的历史时代特征。总之,由于课程改革、教学改革及高考改革是三位一体的良性互动关系,他们之间相互作用,彼此影响。但是如果课程改革走在前,高考改革滞于后,那么再好的改革理念也会受制于高考制度。因此,研究、探索“跨学科教育——跨学科教学——跨学科命题”的一体化设计显得尤为重要。
[Abstract]:Historical interdisciplinary propositions refer to the propositions, on the premise of insisting on the subject status of historical subjects, synthesizing the relevant knowledge and research methods of other disciplines, and ordering them to produce interdisciplinary comprehensive problems in order to test the students' comprehensive ability. A multidisciplinary perspective and an open way of thinking. The history interdisciplinary proposition of college entrance examination mainly includes two types: single subject cross proposition and multi-subject cross-comprehensive proposition. At present, as far as the historical Jiangsu volume of college entrance examination is concerned, the trend of interdisciplinary proposition has gradually become obvious, mainly reflected in the overall increasing trend of the score of interdisciplinary proposition, and the increasing number of interdisciplinary categories. From traditional related disciplines to other disciplines, the problem types of cross-disciplinary examination questions have also changed from the original single subject cross to multi-disciplinary cross-discipline. The interdisciplinary proposition of the history of college entrance examination itself has a profound theoretical basis of psychology and educational psychology. It meets the needs of students' development of creative thinking and divergent thinking, and it is also an important manifestation of students' knowledge transfer. At the same time, it also embodies the constructivism learning theory of modern education. In addition, the history of college entrance examination presents the trend of interdisciplinary proposition and the broad character of history subject itself, which is inseparable from the trend of comprehensive curriculum reform at home and abroad, and from the requirements of the reform of the college entrance examination model and the reform of the college entrance examination proposition since the 21st century. However, it is not difficult to find that teachers and students still have many problems in dealing with the cross-disciplinary examination questions in the history of college entrance examination and in carrying out interdisciplinary teaching, mainly focusing on the lack of awareness of cross-disciplinary teaching among teachers and students. Although teachers think that interdisciplinary teaching is necessary, they do not know how to implement it. Therefore, when dealing with interdisciplinary test questions and carrying out interdisciplinary teaching, teachers should change their ideas, set up interdisciplinary teaching consciousness, strive to construct diversified knowledge structure, and improve their own intelligence quality. At the same time, teachers can also establish a cross-disciplinary comprehensive teaching community, learn from each other, complementary advantages. Students should change their self-concept of learning, accumulate and enrich the basic knowledge of relevant disciplines, achieve the positive transfer of knowledge, and learn to break the mode of thinking in one subject and think comprehensively. In addition, when solving cross-disciplinary test questions, Avoid from the subject of history status, should be closely linked to the characteristics of the historical era. In a word, because of curriculum reform, teaching reform and college entrance examination reform, they interact and influence each other. But if the curriculum reform goes ahead and the college entrance examination reform lags behind, then the best idea of reform will be subject to the college entrance examination system. Therefore, it is particularly important to study and explore the integrated design of "interdisciplinary education-interdisciplinary teaching-interdisciplinary proposition".
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51

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