【摘要】：隨著新課改的不斷深入,網(wǎng)絡(luò)時(shí)代的飛速發(fā)展,歷史教育進(jìn)入了發(fā)展的瓶頸階段,學(xué)生多元智力的開發(fā),對(duì)歷史教師提出了新的挑戰(zhàn)。如何改變傳統(tǒng)的教學(xué)模式,變教師的“教”為學(xué)生的“學(xué)”,擺正學(xué)生的主體地位,使學(xué)生成為課堂的中心,已經(jīng)成為歷史教學(xué)領(lǐng)域廣泛研究且亟待解決的問題�！氨容^教學(xué)法”是在教學(xué)活動(dòng)中,將兩個(gè)或若干個(gè)認(rèn)識(shí)對(duì)象給予一定的條件,設(shè)置同一參照標(biāo)準(zhǔn),并按照特定的原則規(guī)定進(jìn)行對(duì)照比較,從而確定認(rèn)識(shí)對(duì)象屬性的同異、地位的主次、結(jié)構(gòu)的偏正、功能的大小、性質(zhì)的優(yōu)劣、問題的難易或認(rèn)識(shí)的正誤深淺,以達(dá)到認(rèn)識(shí)事物本質(zhì),明晰問題對(duì)策之目的的一種邏輯教學(xué)方法。在歷史課堂的教學(xué)過程中,“比較教學(xué)法”也是經(jīng)常使用到的教學(xué)方法之一。在一定的條件下、遵循一定教學(xué)原則開展歷史比較教學(xué),無論教學(xué)內(nèi)容如何,無論教學(xué)對(duì)象是誰,也無論在什么教學(xué)階段、教學(xué)時(shí)間和教學(xué)地點(diǎn),都可使用比較教學(xué)法進(jìn)行原因分析、因素比較、影響評(píng)價(jià)等。本文采取“理論鋪墊,對(duì)策后隨”的邏輯論證順序,系統(tǒng)地闡明了“歷史比較教學(xué)法”的理論架構(gòu)與方法體系。從“高中歷史教學(xué)中培養(yǎng)學(xué)生歷史學(xué)習(xí)能力的必要性與緊迫性”入手,論述“歷史比較教學(xué)法”運(yùn)用的意義,把學(xué)生的學(xué)習(xí)能力按照其特點(diǎn),劃分為動(dòng)態(tài)學(xué)習(xí)能力與靜態(tài)學(xué)習(xí)能力,分而治之。根據(jù)問題提出對(duì)策,指出：在高中歷史教學(xué)中,運(yùn)用“歷史比較教學(xué)法”有利于學(xué)習(xí)能力的培育與提高
[Abstract]:With the deepening of the new curriculum reform and the rapid development of the network era, history education has entered the bottleneck stage of development, and the development of students' multiple intelligence has posed a new challenge to history teachers. How to change the traditional teaching mode, change teachers'"teaching" into students'"learning", straighten out students' main position, and make students become the center of classroom, has become a widespread research and urgent problem in the field of history teaching. "Comparative teaching method" is to give certain conditions to two or several cognitive objects in teaching activities, set the same reference standard, and make comparison according to the specific principles, so as to determine the similarities and differences of the attributes of the cognitive objects. A logical teaching method for realizing the essence of things and the purpose of clarifying the countermeasures of problems, such as the priority and order of position, the bias of structure, the size of function, the quality of nature, the difficulty of problems or the depth of right and wrong understanding. In the teaching process of history classroom, comparative teaching method is one of the teaching methods often used. Under certain conditions, historical comparative teaching should be carried out according to certain teaching principles, regardless of the content of the teaching, the object of the teaching, the teaching stage, the teaching time and the teaching place. All can use comparative teaching method for cause analysis, factor comparison, impact evaluation and so on. This paper systematically expounds the theoretical framework and method system of "historical comparative teaching method" by adopting the logical argumentation sequence of "theoretical paving and countermeasure following". Starting from "the necessity and urgency of cultivating students' learning ability in history teaching in senior high school", this paper discusses the significance of the application of "historical comparative teaching method", and puts the students' learning ability according to its characteristics. It is divided into dynamic learning ability and static learning ability. According to the problems, it is pointed out that the use of "historical comparative teaching method" is beneficial to the cultivation and improvement of learning ability in senior high school history teaching.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.51

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