本文關鍵詞：高中生歷史讀圖能力論析　出處：《東北師范大學》2015年碩士論文　論文類型：學位論文

  更多相關文章： 歷史讀圖能力 歷史圖片 中學歷史教學

【摘要】：新課程改革注重學生歷史學科能力的培養(yǎng),縱觀歷年高考,歷史讀圖類的題型始終占有一定比例。所以在當今中學歷史教學實踐中,注重培養(yǎng)學生的歷史讀圖能力顯得尤為必要。歷史教科書是中學歷史教學和學習的主要憑借,就現(xiàn)行的幾個主要版本高中歷史教科書而言,可按內(nèi)容、形式和性質(zhì)三個標準將歷史圖片分為不同的類型。與普通圖片相比,歷史圖片具有歷史性、史料性、實用性的特點；與文字史料相比,歷史圖片則具有直觀形象、形式多樣、生動活潑、有效性強、引人深思的特點。注重對學生歷史讀圖能力的培養(yǎng),不僅能夠提升學生的應考能力,增強學生的歷史學科能力,而且有利于激發(fā)學生的學習興趣,進而培育學生的人文素養(yǎng)。對歷史圖片的解讀需要由表及里、由內(nèi)而外相結合進行層層分解,從而達到事半功倍的效果。具體要做到：首先,感知圖片直觀生動的細節(jié)表象,對圖片整體反映的內(nèi)容做到心中有數(shù)；其次,提取圖片直接呈現(xiàn)的基本信息,全面掌握圖片的組成元素；再次,挖掘圖片背后隱含的復雜內(nèi)涵,透過現(xiàn)象看本質(zhì)；最后,領會圖片背后所傳達的價值取向,升華情感。在實際的中學歷史教學中針對不同需要可采取以下三種方法：其一,典型圖片解讀示例法,對最為典型和權威又符合教學內(nèi)容的歷史圖片進行解讀；其二,系列圖片解讀對比法,從橫向、縱向兩個維度進行比較,得出結論；其三,圖文對照互證法,將圖片史料和文字史料相結合,探究歷史真相。
[Abstract]:The new curriculum reform pays attention to the training of the students' history ability. In the past years, the historical reading pattern has always taken a certain proportion. Therefore, in the current middle school history teaching practice, it is particularly necessary to pay attention to the cultivation of students' history reading ability. History textbook is the main strength of middle school history teaching and learning. For the current major versions of high school history textbooks, historical pictures can be classified into different types according to three standards of content, form and nature. Compared with ordinary pictures, historical pictures have the characteristics of historical, historical and practical. Compared with historical materials, historical pictures are intuitive, varied, lively, effective and thought-provoking. Paying attention to the training of students' ability of reading history can not only enhance students' ability to take exams, enhance their ability of historical subjects, but also stimulate students' interest in learning, so as to cultivate students' humanistic quality. Interpretation of historical pictures from the outside to the inside, from the inside to the combination of the layers of decomposition, so as to achieve a multiplier effect. To be specific: first of all, the perception of visual images vivid details of images reflect the overall appearance, be aware of the content; secondly, basic information extraction picture presented directly, fully grasp the elements of the picture; thirdly, mining complex connotation behind the picture, see the essence through the phenomenon; finally, understand the value orientation behind the picture conveys the sublimation of emotion. In the practice of history teaching in middle schools in different needs can take the following three ways: one is the typical example of image interpretation method, the most typical history and authority and in accordance with the teaching content of the picture; the picture series interpretation of comparative law, to draw conclusions from two dimensions: horizontal and vertical comparison; third by contrast, each method, the picture of historical data and historical text combination, explore the historical truth.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.51

【參考文獻】

相關期刊論文 前1條

1 宋紅麗;;圖片型選擇題的解題方法[J];中學歷史教學研究;2007年Z1期

相關碩士學位論文 前1條

1 車雙艷;圖像史料在高中歷史教學中的運用研究[D];內(nèi)蒙古師范大學;2011年

，

本文編號：1343045