中学生历史时序思维培养现状与策略研究
发布时间：2019-02-23 21:05
【摘要】：时间是历史的眼睛,是研习历史不可或缺的要素。关注历史时间的历史时序思维是一项重要的学科思维,是历史理解和历史分析的基础和前提。随着课程改革的推进,注重学科素养的时代已经拉开大幕。《高中历史课程标准》(征求意见稿),明确将时空观念置于五大核心素养之中,作为新的课程目标。这意味着,对学生的时间素养要求进一步提高。为此,在中学历史教学中关注学生时序思维的培养,落实时间素养的要求,显得尤为必要。本文以中学历史教学中时序思维的培养为研究对象,在相关教育理论关照下探讨了历史教学中时序思维的内涵,将其定义为:了解机械的计时制度及运用相关时间用语,进而能将历史事件依据时间先后顺序建立架构,并在架构中了解人地事物,理解历史之间的因果联系,理解历史的延续与变迁等问题的个性行为与心理特征。研究了历史时序思维的要素与目标层次:形式上分为态度与能力两个层次;从内容上划分,第一层次是了解机械的计时制度及运用相关时间用语;第二层次即将历史事件依据时间先后顺序建立架构,并在架构中了解人地事物,理解历史知识建构的本质。在此基础上,本文从历史学科、国内基础教育历史课程改革、国外课改经验三大视角论述了历史时序思维的培养意义。为了研究目前中学生时序思维的水平,以及教师培养工作的状况,笔者选取了江苏省扬州市S中学为调研点,通过问卷调查、能力测试及课堂观察等方法获取相关信息。通过调查发现,从总体上看,中学生时序思维意识比较薄弱,在各项具体的时序思维能力上发展不均衡;教师对时序思维缺乏科学的认识,不能依据学生身心特点,有层次地确定相应培养目标,对学生时序思维的训练不成体系。笔者通过分析、研究得出,这些问题的出现,主要是由中学生个体的认知特点与知识储备、教师素质、课程内容、教育环境等多种因素综合作用所致。培养中学生历史时序思维,提高其历史素养,应该从以下几方面着手:一是把握培养时序思维的前提条件,如教师树立正确的历史时间观念、提高挖掘与整合教材的能力等;二是遵循时序思维培养的原则;三是掌握时序思维培养的方法和途径,注意匹配其目标层次,从知识积累到思维深化逐步推进,并适当创新教学形式,辅之以精心设计的主题教学活动,帮助学生拓展延伸。
[Abstract]:Time is the eye of history and an indispensable element in studying history. It is an important discipline thinking to pay attention to the historical time sequence thinking, which is the foundation and premise of historical understanding and historical analysis. With the advancement of curriculum reform, the era of attaching importance to subject literacy has already opened. The History Curriculum Standard of Senior High School (draft for comments) clearly puts the concept of time and space among the five core qualities as the new curriculum goal. This means that students' time literacy requirements are further improved. Therefore, it is particularly necessary to pay attention to the cultivation of students' temporal thinking and to fulfill the requirements of time accomplishment in history teaching in middle schools. Taking the cultivation of sequential thinking in history teaching in middle school as the research object, this paper discusses the connotation of sequential thinking in history teaching under the care of relevant educational theories, and defines it as understanding the timing system of machinery and using relevant temporal terms. Then we can establish the structure of historical events according to the order of time, and understand the human and land things in the framework, understand the causal relationship between history, understand the continuity and change of history, and understand the personality behavior and psychological characteristics of the problems, such as the continuity and change of history and so on. This paper studies the elements and target levels of historical time series thinking: formally divided into two levels: attitude and ability, the first level is to understand the timing system of machinery and to use relevant time terms from the content. The second level is to establish the structure of historical events according to the order of time, and to understand the human and earth things and the essence of historical knowledge construction in the framework. On this basis, this paper discusses the significance of the cultivation of historical sequential thinking from the perspectives of history subject, history curriculum reform of basic education in China and the experience of foreign curriculum reform. In order to study the level of temporal thinking of middle school students and the status of teacher training, the author selected S Middle School in Yangzhou City, Jiangsu Province as the research point, and obtained the relevant information by questionnaire, ability test and classroom observation. Through the investigation, it is found that, on the whole, the consciousness of timing thinking of middle school students is relatively weak, and the development of each specific time sequence thinking ability is not balanced; Teachers lack scientific understanding of sequential thinking, can not be based on the characteristics of students' body and mind, can not determine the corresponding training goals in a hierarchical way, and the training of students' sequential thinking is not systematic. Through analysis and research, the author concludes that the emergence of these problems is mainly caused by the comprehensive effects of the cognitive characteristics and knowledge reserve, teachers' quality, curriculum content, educational environment and other factors of middle school students. In order to cultivate students' historical time sequence thinking and improve their historical accomplishment, we should start from the following aspects: first, we should grasp the preconditions of cultivating sequential thinking, such as teachers should set up correct concept of historical time, improve their ability to excavate and integrate teaching materials, etc. The second is to follow the training principle of sequential thinking; Third, we should master the methods and approaches of training sequential thinking, pay attention to matching its target levels, gradually advance from the accumulation of knowledge to the deepening of thinking, and appropriately innovate the teaching form, with carefully designed thematic teaching activities to help students expand and extend.
【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
本文编号：2429200
[Abstract]:Time is the eye of history and an indispensable element in studying history. It is an important discipline thinking to pay attention to the historical time sequence thinking, which is the foundation and premise of historical understanding and historical analysis. With the advancement of curriculum reform, the era of attaching importance to subject literacy has already opened. The History Curriculum Standard of Senior High School (draft for comments) clearly puts the concept of time and space among the five core qualities as the new curriculum goal. This means that students' time literacy requirements are further improved. Therefore, it is particularly necessary to pay attention to the cultivation of students' temporal thinking and to fulfill the requirements of time accomplishment in history teaching in middle schools. Taking the cultivation of sequential thinking in history teaching in middle school as the research object, this paper discusses the connotation of sequential thinking in history teaching under the care of relevant educational theories, and defines it as understanding the timing system of machinery and using relevant temporal terms. Then we can establish the structure of historical events according to the order of time, and understand the human and land things in the framework, understand the causal relationship between history, understand the continuity and change of history, and understand the personality behavior and psychological characteristics of the problems, such as the continuity and change of history and so on. This paper studies the elements and target levels of historical time series thinking: formally divided into two levels: attitude and ability, the first level is to understand the timing system of machinery and to use relevant time terms from the content. The second level is to establish the structure of historical events according to the order of time, and to understand the human and earth things and the essence of historical knowledge construction in the framework. On this basis, this paper discusses the significance of the cultivation of historical sequential thinking from the perspectives of history subject, history curriculum reform of basic education in China and the experience of foreign curriculum reform. In order to study the level of temporal thinking of middle school students and the status of teacher training, the author selected S Middle School in Yangzhou City, Jiangsu Province as the research point, and obtained the relevant information by questionnaire, ability test and classroom observation. Through the investigation, it is found that, on the whole, the consciousness of timing thinking of middle school students is relatively weak, and the development of each specific time sequence thinking ability is not balanced; Teachers lack scientific understanding of sequential thinking, can not be based on the characteristics of students' body and mind, can not determine the corresponding training goals in a hierarchical way, and the training of students' sequential thinking is not systematic. Through analysis and research, the author concludes that the emergence of these problems is mainly caused by the comprehensive effects of the cognitive characteristics and knowledge reserve, teachers' quality, curriculum content, educational environment and other factors of middle school students. In order to cultivate students' historical time sequence thinking and improve their historical accomplishment, we should start from the following aspects: first, we should grasp the preconditions of cultivating sequential thinking, such as teachers should set up correct concept of historical time, improve their ability to excavate and integrate teaching materials, etc. The second is to follow the training principle of sequential thinking; Third, we should master the methods and approaches of training sequential thinking, pay attention to matching its target levels, gradually advance from the accumulation of knowledge to the deepening of thinking, and appropriately innovate the teaching form, with carefully designed thematic teaching activities to help students expand and extend.
【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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