【摘要】：歷史年表的歷史其源遠流長。自《史記》開創(chuàng)年表以來,后世學者多會在其歷史著作中延續(xù)編寫歷史年表的傳統(tǒng)。我國歷史教科書的編寫,也發(fā)揚了傳統(tǒng)史學的優(yōu)點,每本教科書都會附錄大事年表。歷史年表作為史書和教科書中的重要部分,對于理清歷史事件先后,查閱歷史事件有著重要作用。本文從教學的角度分析歷史年表在高中歷史教學中的重要性,以及如何編寫和運用歷史年表,并試圖從案例中了解師生對歷史年表的了解和運用情況,進而提出相應的改進建議。本文共分五章。第一章為“引言”,論述選題緣由、學術前史、概念界定、研究方案及意義等問題。第二章論述歷史年表的重要性。首先闡述歷史年表具有理清歷史時間線索、揭示歷史因果及規(guī)律、略繁文而拾遺文、統(tǒng)一紀年便于查閱等優(yōu)點,其次論述歷史年表能夠彌補專題史教材存在模塊分解史實、專題史料跨度大、中外合編使史實排列顛倒和歷史線索不夠清晰等問題,最后分析歷史年表作為教材的重要組成部分在教學中的重要性。第三章分析教材內(nèi)外的歷史年表。本章著重對人教版《普通高中課程標準實驗教科書》內(nèi)的歷史年表進行統(tǒng)計、整理和分類,認為教材中的年表主要有附錄大事年表、正文中的年表和教參及其他教輔資料中的年表等三類,進而分析其在教材中的狀況,再利用文獻史料論述課外主要幾種歷史年表類型和著作,如中外歷史年表、中國通史年表、中國斷代史年表等,以供師生了解運用。第四章論述歷史年表的編制。首先筆者結合史料和教材闡明教學所用年表的編制應遵循學表結合、材表結合、體例合理、簡言意賅、史實準確和條理清晰等原則;其次著重闡述教學中常用的大事年表、階段年表、對照年表和綜合年表等四種重要歷史年表的編制,試圖為師生自行編制年表提供一些理論和實踐經(jīng)驗。第五章研究歷史年表的運用,這是本文研究歷史年表的最終目的。首先論述歷史年表運用時應遵循恰當選擇、靈活運用、輔助教材等原則,同時抓住教學需要時運用年表和年表呈現(xiàn)的時機,然后通過個案研究獲得的資料分析師生運用歷史年表的現(xiàn)狀和問題,進而指出其產(chǎn)生問題的原則,提出一些改進建議。
[Abstract]:The history of the chronology has a long history. Since the creation of chronology, later scholars have continued the tradition of compiling chronicles in their historical works. The compilation of Chinese history textbooks also carries forward the advantages of traditional historiography, each textbook will be appended to the chronology of events. As an important part of history books and textbooks, historical chronology plays an important role in sorting out historical events and consulting historical events. This paper analyzes the importance of historical chronology in senior high school history teaching from the perspective of teaching, and how to compile and use historical chronology, and tries to understand the understanding and application of historical chronology by teachers and students from a case study. And then put forward the corresponding suggestions for improvement. This paper is divided into five chapters. The first chapter is the introduction, which discusses the reason of the topic, academic prehistory, concept definition, research scheme and significance. The second chapter discusses the importance of historical chronology. First of all, it expounds that the historical chronology has the advantages of clarifying the clue of historical time, revealing the historical causality and law, picking up the text in a slightly complicated way, and unifying the chronology to be easy to consult. Secondly, it discusses that the historical chronology can make up the historical facts of the existing module of the special history teaching material. The special historical data span is large, the historical facts are reversed and the historical clues are not clear enough. Finally, the importance of the historical chronology as an important part of the teaching material is analyzed. The third chapter analyzes the historical chronology inside and outside the textbook. This chapter focuses on the statistics, arrangement and classification of the historical chronology in the General Senior High School Curriculum Standard Experimental textbook, and holds that the chronology in the textbook mainly includes the appendix chronology. The three kinds of chronology in the text, such as the chronology of teaching reference and other supplementary materials of teaching, are analyzed, and the main types of historical chronology and works, such as Chinese and foreign historical chronology and Chinese general history chronology, are discussed by using the historical data of the literature and the following three categories, such as the Chinese and foreign historical chronology, the Chinese general history chronology, and the Chinese general history chronology. The chronology of Chinese dynastic history can be used by teachers and students. The fourth chapter discusses the compilation of historical chronology. At first, the author expounds that the compilation of chronology used in teaching should follow the principles of combination of learning and tabulation, combination of materials and tables, reasonable style, concise meaning, accuracy of historical facts and clarity of organization, etc. Secondly, the chronology of major events commonly used in teaching should be expounded emphatically. This paper tries to provide some theoretical and practical experience for teachers and students to compile the chronology of the four important historical chronologies in comparison with the chronology and comprehensive chronology. Chapter five studies the use of historical chronology, which is the ultimate purpose of this paper. First of all, it is discussed that the use of historical chronology should follow the principles of proper selection, flexible use, auxiliary teaching materials, etc. At the same time, the use of chronology and chronology should be grasped when teaching needs are needed. Then the paper analyzes the present situation and problems of teachers and students using historical chronology through case study, then points out the principles of producing problems, and puts forward some suggestions for improvement.
【學位授予單位】：江西師范大學
【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：2121452