本文選題：史料 + 高中歷史課�。� 參考：《內(nèi)蒙古師范大學》2015年碩士論文

【摘要】：本文根據(jù)人教版高中歷史必修課本,以課本內(nèi)容編排為依托,設(shè)計引入不同表現(xiàn)形式的史料,不但有利于課堂教學活動的進行,還能提高學生史料分析能力,提高高考文綜卷中歷史材料題的得分能力,培養(yǎng)學生分析問題解決問題能力。引入史料教學能夠還原歷史事實,歷史情景再現(xiàn),讓學生身臨其境地感受歷史,用自身的視覺觸覺聽覺,分析歷史現(xiàn)象總結(jié)歷史教訓掌握歷史發(fā)展,讓歷史活起來,讓課堂活起來。本文將從四個方面介紹史料教學在高中歷史教學中的選擇和解答策略的問題。第一章高中歷史教學中史料的選擇,依據(jù)不同層次的學生水平引用不同的教學史料,依據(jù)不同的教學目標選擇不同的史料,適當增加與民族有關(guān)的文史資料和時事資料。第二章高中歷史材料分析題的閱讀方法,材料題的表現(xiàn)形式大致分為文字和圖片,本文將從文字材料題的閱讀方法和圖片材料題的閱讀方法兩方面進行探究。第三章高中歷史材料分析題解題思路研究,本文從六個方面進行介紹,一是高中歷史材料分析題原因類問法的答題思路;二是高中歷史材料分析題對比類問法的答題思路;三是高中歷史材料分析題圖表類問法的答題思路;四是高中歷史材料分析題啟示類問法的答題思路;五是高中歷史材料分析題史觀類問法的答題思路;六是高中歷史提取史料信息題的答題思路。第四章史料甄別,甄別真假史料的出題情況在學生的試卷中比重日漸增加,在日常生活中的也出現(xiàn)在許多值得甄別的史料。
[Abstract]:According to the compulsory course book of senior high school history, based on the content arrangement of textbooks, this paper designs and introduces historical materials in different forms, which is not only conducive to classroom teaching activities, but also can improve the students' ability of historical data analysis. To improve the scoring ability of historical material questions in the comprehensive papers of the college entrance examination, and to train the students' ability to analyze and solve problems. The introduction of historical materials teaching can restore historical facts, reproduce historical scenes, let students experience history, use their own visual tactile sense of hearing, analyze historical phenomena, summarize historical lessons and grasp historical development, so that history can live. Let the class live. This paper introduces the choice of historical materials teaching in senior high school history teaching and the solutions to the problems from four aspects. The first chapter is the selection of historical materials in senior high school history teaching. According to different levels of students, different teaching materials are cited, different historical materials are selected according to different teaching objectives, and the literature and history materials and current affairs materials related to nationalities are appropriately increased. The second chapter is the reading method of the senior high school historical material analysis question, the expression form of the material question is divided into the text and the picture roughly, this article will carry on the exploration from the text material question reading method and the picture material question reading method two aspects. The third chapter is the research on the problem solving method of senior high school historical material analysis, which is introduced from six aspects: the first is the thought of answering the question and answer method of the historical material analysis of senior high school, the second is the thinking of the comparative question answering method of the historical material analysis in senior high school. The third is the way to answer the questions of senior high school historical material analysis, the fourth is the thinking of the enlightening method of senior high school historical material analysis, the fifth is the thinking of the historical material analysis of senior high school. Sixth, the history of senior high school historical data information questions answer ideas. The fourth chapter is about the identification of historical materials. The proportion of the students' examination papers to identify the true and false historical materials is increasing day by day, and they also appear in many historical materials worth discriminating in their daily life.
【學位授予單位】：內(nèi)蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.51

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本文編號：1977937