高考历史新课标全国卷第40题学科能力考查研究

发布时间：2019-04-20 10:34

【摘要】：上世纪90年代以来,高考历史开始重视历史思维能力的考查,唤起了中学历史教学的无限生机。21世纪初,新一轮的基础教育课程改革启动,人文素养成为历史教育的核心。能力培养是人文素养的重要组成部分,也就成为了中学历史教育的重要目标。这一目标之下,掌握历史知识不再是历史教学唯一和最终的目的,训练和掌握历史学习的基本方法,培养历史学科能力,从而进一步提高人文素养得到了前所未有的重视。相应地,新课标历史高考,在不放弃历史知识检测为根本的基础上,更重视历史学科能力的考查。在历史课程标准指导下的高考命题,突出“能力主导,素养立意”,成为近几年全国各地高考历史试卷的一大特点。在命题思路上,运用“新材料,新情景”,创设“新问题”,考查记忆力、观察力、想象力及对比、分析、综合、归纳、概括等基础上的历史阅读、历史理解、历史解释、历史评价等各项学科能力,是能力考查的主要形式。从纵向上看,对能力的考查总体保持稳定性、连贯性,但也出现细微的变化。深入分析近年来高考历史试题中各项能力的考查,把握命题特征和方向,可以指导中学历史教学。因此,本文试图以2011-2016年高考历史新课标全国卷第40题为例,对近6年11道试题进行全样本研究,分析其命题的思路、技巧及核心能力要求,探究其纵向发展轨迹。文章内容共四章:第一章为文章的绪论,主要阐述高考历史新课标全国卷第40题学科能力研究的目的和意义,综述近年来历史学科能力研究和高考历史试卷研究的概况。第二章,历史学科能力问题。深入到史学理论的层面,探究历史研究需具备的能力与素养,从而延伸至中学历史教育,梳理历史学科能力的类别与层次,分析高考指导性文件对能力的要求,为下一章的试题研究做理论铺垫。第三章,对2011-2016年高考历史新课标全国卷第40题进行全样本研究,分析近6年新课标全国卷第40题中历史学科能力的考查,及纵向发展变化和不足。第四章,对中学历史教学教与学的启示。在反思新课改的不足,分析课程改革走向的基础上,从教与学,两个方面提出建议,合理处理好教与学的关系。
[Abstract]:Since 1990s, the history of college entrance examination began to attach importance to the examination of historical thinking ability, which aroused the infinite vitality of history teaching in middle schools. At the beginning of the 21st century, a new round of basic education curriculum reform started, humanistic literacy became the core of history education. Ability training is an important part of humanistic accomplishment, and has become an important goal of history education in middle schools. Under this goal, mastering history knowledge is no longer the sole and final purpose of history teaching. Training and mastering the basic method of history learning and cultivating history discipline ability have gained unprecedented attention in order to further improve the humanities accomplishment. Accordingly, the new curriculum standard history college entrance examination, on the basis of not giving up the history knowledge examination as the foundation, pays more attention to the history subject ability examination. Under the guidance of history curriculum standard, the proposition of college entrance examination, which emphasizes "ability-oriented and accomplishment-oriented", has become one of the major characteristics of the history examination paper of college entrance examination all over the country in recent years. In propositional thinking, using "new materials, new situations" to create "new problems", to examine memory, observation, imagination and contrast, analysis, synthesis, induction, generalization and other basis of historical reading, historical understanding, historical interpretation, and so on, on the basis of historical reading, historical understanding, historical interpretation, etc. Historical evaluation and other disciplines are the main form of ability examination. Longitudinally, the ability tests generally maintain stability, consistency, but also slight changes. An in-depth analysis of the various abilities in the history test questions of the college entrance examination in recent years, grasping the characteristics and directions of the proposition, can guide history teaching in middle schools. Therefore, this paper attempts to take item 40 of National New Curriculum Standard of National College entrance examination from 2011 to 2016 as an example, and makes a full sample study of 11 questions in the last six years, analyzes the ideas, skills and core competence requirements of its proposition, and probes into its longitudinal development track. This paper consists of four chapters: the first chapter is the introduction of the article, which mainly expounds the purpose and significance of the research on the subject ability of item 40 of the National New Curriculum Standard of the National College entrance examination, and summarizes the general situation of the research of the history subject ability and the history examination paper of the college entrance examination in recent years. The second chapter is about the ability of history discipline. Go deep into the historical theory level, explore the historical research needs to have the ability and accomplishment, thus extends to the middle school history education, combs the history discipline ability category and the level, analyzes the college entrance examination guidance document to the ability request, For the next chapter of the test questions to do the theoretical groundwork. In the third chapter, the author makes a full sample study on item 40 of National New Curriculum Standard of National College entrance examination from 2011 to 2016, and analyzes the examination of history subject ability in item 40 of National Standard of New Curriculum Standard in recent 6 years, as well as the change and deficiency of longitudinal development. The fourth chapter, the enlightenment to the middle school history teaching and learning. On the basis of reflecting on the deficiency of the new curriculum reform and analyzing the trend of the curriculum reform, this paper puts forward some suggestions from two aspects, namely, teaching and learning, so as to deal with the relationship between teaching and learning reasonably.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51

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