【摘要】：微觀史學(xué)理論是20世紀(jì)70年代末崛起的一股新的史學(xué)潮流。它始興于意大利,隨后逐漸傳播到法、英、美、德等國(guó),在史學(xué)研究領(lǐng)域產(chǎn)生了全球性的影響。一方面,微觀史學(xué)糾正了新史學(xué)過(guò)分關(guān)注長(zhǎng)時(shí)段結(jié)構(gòu)和宏觀建構(gòu)的弊端、忽略了微觀具體歷史史實(shí);另一方面擴(kuò)大了歷史研究對(duì)象和材料的來(lái)源,增加了讀者對(duì)歷史作品的興趣。2011年頒布的中學(xué)歷史課程標(biāo)準(zhǔn)吸納了豐富的史學(xué)理論,為課改下的中學(xué)歷史教學(xué)提供了新的視野。而在目前高中歷史教材中,往往是宏觀歷史的編寫(xiě),鮮有微觀歷史的呈現(xiàn)。將微觀史學(xué)理論引入到高中歷史教學(xué),既豐富了教學(xué)方法和課堂內(nèi)容,又拉近了學(xué)生與歷史的距離,進(jìn)而促使歷史教學(xué)能夠真正踐行“以人為本”的教育原則。當(dāng)然,由于微觀史研究視角過(guò)分關(guān)注細(xì)微歷史,容易導(dǎo)致“歷史的碎化”。因此,以微觀史學(xué)理論指導(dǎo)下的高中歷史教學(xué)也存在一定的缺陷,這就需要學(xué)校、教師與學(xué)生三方的合作,以期取得高效率的教學(xué)成果,提升學(xué)生情感價(jià)值,實(shí)現(xiàn)素質(zhì)教育的目標(biāo)。本文共分為五個(gè)部分:第一部分為緒論,主要是對(duì)研究課題進(jìn)行基礎(chǔ)性闡述,明確選題緣由、研究意義、國(guó)內(nèi)外研究現(xiàn)狀及本文創(chuàng)新之處,研究方法與重難點(diǎn)等內(nèi)容。第二部分,主要是對(duì)微觀史概念闡釋,包括微觀史產(chǎn)生與發(fā)展、研究對(duì)象和研究方式以及特點(diǎn)。第三部分是微觀史學(xué)理論指導(dǎo)高中歷史教學(xué)的原因與條件。將微觀史學(xué)理論應(yīng)用到歷史教學(xué)中去,能夠?qū)v史知識(shí)與現(xiàn)實(shí)結(jié)合起來(lái),克服高中歷史教學(xué)與實(shí)際相脫離的弊端,有利于促進(jìn)傳統(tǒng)教學(xué)模式的改變。這既符合素質(zhì)教育的要求,又符合建構(gòu)主義學(xué)習(xí)理論的要求。總結(jié)微觀史學(xué)理論指導(dǎo)課堂所需要具備的條件:扎實(shí)的史料是前提,創(chuàng)設(shè)情境是基礎(chǔ),學(xué)生參與是核心,教師的引導(dǎo)是必要補(bǔ)充條件。只有四者完美結(jié)合,課堂才能達(dá)到理想的效果。第四部分通過(guò)引用微觀史材料——張?jiān)０倌赆劸乒緛?lái)具體分析近代中國(guó)民族資本主義曲折發(fā)展的教學(xué)案例,展現(xiàn)了微觀史學(xué)理論指導(dǎo)下課堂的實(shí)施效果。第五部分,微觀史學(xué)理論由于本身存在著一定的缺陷,因而在高中歷史教學(xué)中運(yùn)用微觀史學(xué)理論時(shí)應(yīng)該注意宏觀與微觀結(jié)合、教師要提高理論和實(shí)踐能力以及學(xué)校應(yīng)建立有效的教學(xué)與評(píng)價(jià)方式,把握好授課基調(diào),實(shí)現(xiàn)學(xué)生真正參與到學(xué)習(xí)中去的目標(biāo),促進(jìn)學(xué)生自我價(jià)值觀的建立。第六部分為結(jié)束語(yǔ),是對(duì)論文一定層面的總結(jié)。
[Abstract]:Micro-historiography theory is a new trend of historiography rising in the late 1970s. It originated in Italy, and then spread to France, Britain, America, Germany and other countries, and had a global impact in the field of historical research. On the one hand, the microcosmic historiography corrects the drawback of the new historiography which pays too much attention to the long-term structure and the macroscopic construction, and ignores the historical facts of the microcosmic concrete history. On the other hand, it expands the sources of historical research objects and materials, and increases the readers' interest in historical works. The history curriculum standards issued in 2011 absorb rich historical theories and provide a new perspective for the history teaching in middle schools under the curriculum reform. However, in the current history textbooks of senior high school, it is often the writing of macro history, and there is little micro history. The introduction of microcosmic historiography theory into senior high school history teaching not only enriches the teaching methods and classroom contents, but also draws closer the distance between students and history, thus promoting the history teaching to truly practice the "people-oriented" educational principle. Of course, micro-history studies focus too much on fine history, which can easily lead to the fragmentation of history. Therefore, there are some defects in history teaching in senior high school under the guidance of microcosmic history theory, which requires the cooperation of school, teachers and students in order to achieve high efficiency teaching results and enhance the emotional value of students. To achieve the goal of quality education. This paper is divided into five parts: the first part is the introduction, mainly to the basic elaboration of the research topic, clear the reason of the topic, research significance, domestic and foreign research status and innovation of this article, research methods and important difficulties and so on. The second part mainly explains the concept of micro history, including the emergence and development of micro history, research object, research methods and characteristics. The third part is the reason and condition of micro-history theory guiding history teaching in senior high school. The application of microcosmic historiography theory to history teaching can combine historical knowledge with reality, overcome the drawback of separating history teaching from reality in senior high school, and promote the change of traditional teaching mode. This is not only in line with the requirements of quality education, but also with the requirements of constructivism learning theory. It is necessary to summarize the requirements of microcosmic historical theory guiding classroom: solid historical data is the premise, setting up the situation is the foundation, students' participation is the core, and the teacher's guidance is the necessary supplementary condition. Only the perfect combination of the four, the classroom can achieve the desired results. The fourth part analyzes the teaching cases of the tortuous development of modern Chinese national capitalism by quoting the microcosmic historical material, Changyu hundred years Brewery Company, and shows the effect of classroom implementation under the guidance of microcosmic historiography theory. The fifth part, because there are some defects in the theory of micro historiography, we should pay attention to the combination of macro and micro when applying the theory of micro historiography in the history teaching of senior high school. Teachers should improve their ability of theory and practice, and schools should establish effective teaching and evaluation methods, grasp the tone of teaching, realize the goal of students' participation in learning, and promote the establishment of students' self-values. The sixth part is the conclusion, which is the conclusion of the thesis.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.51

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