高中社会生活史教学中的史料选取问题探究
发布时间：2018-11-17 10:30
【摘要】：社会生活史研究以“人”为中心,关注民众生活的整体面貌,确立了自下而上看历史的视角,从研究范围、研究方法、研究证据等诸多方面推进了史学的发展,是近年来史学研究的后起之秀。在中学教学中增加社会生活史内容,不仅可以打破以往中学历史教学中政治、经济、文化三分天下带给学生的对历史过往的疏离感,也可帮助学生了解历史上中华民族的繁衍生息、性格心理,还原给学生一个有血有肉、生动立体的历史,增加学生对祖先生活和民族历史的归属感和认同感,促进学生历史核心素养的发展。研究视角的转变使得数量众多、类型丰富的社会生活史史料进入史学研究视野,此外近年来在历史学界诸位前辈的静心钻研下,涌现出大量社会生活史著作和论文,史料范围的拓展、研究成果的丰硕为高中社会生活史教学提供了丰富、生动、细致的历史证据。正因为如此,许多中学教师在进行社会生活史教学之时,深感史料繁多、细碎,如何合理的选择和运用社会生活史史料成为社会生活史教学的关键一环。本文主要采用文献研究法、行动研究法、访谈法、经验总结法等研究方法,首先以人教版高中历史教材以例,分析了人教版高中历史教科书中社会生活史史料的设置合理与否,认为教材应适当增加社会生活史内容,并改善教材附带史料的数量与质量。笔者通过访谈调查了武汉中学和河南省灵宝一高的11位一线历史教师,发现部分教师不注重引导学生对史料及史料作用形成整体认知,在社会生活史教学中不能合理的选取和运用社会生活史史料,不重视社会生活史教学,个人专业素质有待提高。针对高中社会生活史教学中史料选取的现状,尝试提出改进建议,历史教师首先要引导学生对史料形成合理的认知,其次应该合理准确地选择社会生活史史料,第三要学会要恰当充分地运用社会生活史史料,第四是要转变教学观念重视社会生活史教学,最后一线历史教师应严于律己,着眼于终身发展,不断提高自身专业素质。最后以人教版必修Ⅱ《物质生活与习俗的变迁》一课为例做一个教学设计,结合实践反思不足。
[Abstract]:The study of social life history focuses on "people", pays attention to the overall appearance of people's life, establishes a bottom-up view of history, and advances the development of historiography in many aspects, such as research scope, research methods, research evidence, and so on. In recent years is a rising star in the study of historiography. Adding the content of social life history in the teaching of middle schools can not only break the sense of alienation from the historical past brought to students by the three aspects of politics, economy and culture in the history teaching of middle schools in the past. It can also help students understand the reproduction and growth of the Chinese nation in history, their personality psychology, and restore a vivid and three-dimensional history to students, thus increasing their sense of belonging and identity to the life of their ancestors and the history of their nation. To promote the development of students' historical core accomplishment. The change in the perspective of research has brought a large number of rich historical materials of social life history into the field of historical research. In addition, in recent years, with the meditation of all the predecessors in the field of history, a large number of books and papers on the history of social life have sprung up. The expansion of historical materials and the fruitful research results provide rich, vivid and meticulous historical evidence for the teaching of social life history in senior high school. Because of this, many middle school teachers in the teaching of social life history, feel a great deal of historical materials, how to choose and use the social life history materials become the key link of social life history teaching. This article mainly uses the literature research method, the action research method, the interview method, the experience summary method and so on research method. Firstly, taking the personal education edition high school history textbook as an example, it analyzes whether the setting of the social life history data in the personal education edition senior high school history textbook is reasonable or not. It is suggested that the content of social life history should be increased and the quantity and quality of historical materials should be improved. The author investigated 11 first-line history teachers in Wuhan Middle School and Lingbao YiGao in Henan Province, and found that some teachers did not pay attention to guiding students to form the overall cognition of historical materials and historical materials. The history of social life cannot be reasonably selected and used in the teaching of social life history, and the teaching of social life history should not be paid attention to, and the personal professional quality needs to be improved. In view of the present situation of selecting historical materials in the teaching of social life history in senior high school, this paper tries to put forward some suggestions for improvement. Firstly, history teachers should guide students to form a reasonable cognition of historical materials, and secondly, they should select the historical materials of social life history reasonably and accurately. The third is to learn to make full use of the historical data of social life, the fourth is to change the teaching concept and attach importance to the teaching of social life history. Finally, history teachers should be strict with discipline, focus on lifelong development, and constantly improve their own professional quality. Finally, taking the compulsory course 鈪，
本文编号：2337455
[Abstract]:The study of social life history focuses on "people", pays attention to the overall appearance of people's life, establishes a bottom-up view of history, and advances the development of historiography in many aspects, such as research scope, research methods, research evidence, and so on. In recent years is a rising star in the study of historiography. Adding the content of social life history in the teaching of middle schools can not only break the sense of alienation from the historical past brought to students by the three aspects of politics, economy and culture in the history teaching of middle schools in the past. It can also help students understand the reproduction and growth of the Chinese nation in history, their personality psychology, and restore a vivid and three-dimensional history to students, thus increasing their sense of belonging and identity to the life of their ancestors and the history of their nation. To promote the development of students' historical core accomplishment. The change in the perspective of research has brought a large number of rich historical materials of social life history into the field of historical research. In addition, in recent years, with the meditation of all the predecessors in the field of history, a large number of books and papers on the history of social life have sprung up. The expansion of historical materials and the fruitful research results provide rich, vivid and meticulous historical evidence for the teaching of social life history in senior high school. Because of this, many middle school teachers in the teaching of social life history, feel a great deal of historical materials, how to choose and use the social life history materials become the key link of social life history teaching. This article mainly uses the literature research method, the action research method, the interview method, the experience summary method and so on research method. Firstly, taking the personal education edition high school history textbook as an example, it analyzes whether the setting of the social life history data in the personal education edition senior high school history textbook is reasonable or not. It is suggested that the content of social life history should be increased and the quantity and quality of historical materials should be improved. The author investigated 11 first-line history teachers in Wuhan Middle School and Lingbao YiGao in Henan Province, and found that some teachers did not pay attention to guiding students to form the overall cognition of historical materials and historical materials. The history of social life cannot be reasonably selected and used in the teaching of social life history, and the teaching of social life history should not be paid attention to, and the personal professional quality needs to be improved. In view of the present situation of selecting historical materials in the teaching of social life history in senior high school, this paper tries to put forward some suggestions for improvement. Firstly, history teachers should guide students to form a reasonable cognition of historical materials, and secondly, they should select the historical materials of social life history reasonably and accurately. The third is to learn to make full use of the historical data of social life, the fourth is to change the teaching concept and attach importance to the teaching of social life history. Finally, history teachers should be strict with discipline, focus on lifelong development, and constantly improve their own professional quality. Finally, taking the compulsory course 鈪，
本文编号：2337455
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