本文選題：問(wèn)題　切入點(diǎn)：核心問(wèn)題　出處：《華東師范大學(xué)》2017年博士論文　論文類型：學(xué)位論文

【摘要】：當(dāng)前以"批判性思維""問(wèn)題解決"的高階認(rèn)知能力為需求的21世紀(jì)新型人才培養(yǎng)觀已初具形態(tài),基于問(wèn)題的中學(xué)歷史教學(xué)與之有著內(nèi)在契合�；趩�(wèn)題的中學(xué)歷史教學(xué)圍繞核心問(wèn)題,將教學(xué)內(nèi)容問(wèn)題化和教學(xué)活動(dòng)問(wèn)題化,以問(wèn)題鏈為教學(xué)推進(jìn)過(guò)程,以教師是問(wèn)題的催生者、合作者、引導(dǎo)者,學(xué)生是問(wèn)題的建構(gòu)者、探究者、學(xué)習(xí)者的新型師生互動(dòng)關(guān)系為教學(xué)活動(dòng)形式,明確指向立德樹(shù)人宗旨和歷史思維養(yǎng)成之教學(xué)目標(biāo),成為一種架構(gòu)中學(xué)歷史課堂教學(xué)新范式的重要方向。從歷史學(xué)科內(nèi)涵出發(fā),可以確定時(shí)空觀念、證據(jù)意識(shí)、歷史理解、歷史解釋和歷史評(píng)價(jià)為中學(xué)歷史教學(xué)中的五類核心問(wèn)題。如果以核心問(wèn)題勾連中學(xué)歷史學(xué)科內(nèi)容和學(xué)科思維,并以問(wèn)題和問(wèn)題鏈的形式進(jìn)行整合,那么中學(xué)歷史課堂教學(xué)過(guò)程就能在很大程度上成為問(wèn)題解決的探究學(xué)習(xí)過(guò)程。也就是說(shuō),基于問(wèn)題的中學(xué)歷史教學(xué)用問(wèn)題整合歷史學(xué)科內(nèi)容、學(xué)科能力、學(xué)科思維是可行的、必要的、有價(jià)值的。中學(xué)歷史教學(xué)中的核心問(wèn)題,在確定與選擇時(shí),應(yīng)充分把握其如下共同特征:形式上的開(kāi)放性、結(jié)構(gòu)上的復(fù)雜性、內(nèi)容上的目標(biāo)性、價(jià)值上的思維性、本質(zhì)上的探究性。圍繞某類核心問(wèn)題展開(kāi)教學(xué)時(shí),應(yīng)懂得使用問(wèn)題鏈架構(gòu)核心問(wèn)題與目標(biāo)之間的關(guān)系,用問(wèn)題鏈反映目標(biāo)鏈,用問(wèn)題鏈建構(gòu)認(rèn)知邏輯,用問(wèn)題鏈深化教學(xué)目標(biāo)。核心問(wèn)題就內(nèi)容實(shí)施而言并不是截然分開(kāi)而是相互交叉,就過(guò)程而言是問(wèn)題解決的過(guò)程,就方法而言是推進(jìn)教學(xué)的方法,過(guò)程與方法相互呼應(yīng)服務(wù)于內(nèi)容,以此而構(gòu)建的課堂教學(xué)問(wèn)題實(shí)施模形是三維的、開(kāi)放的。核心問(wèn)題的教學(xué)設(shè)計(jì)在很大程度上決定著基于問(wèn)題的中學(xué)歷史教學(xué)的實(shí)施質(zhì)量。中學(xué)歷史教學(xué)依托史料文本是其常態(tài),遵循"文本記述"、"歷史語(yǔ)境"、"歷史認(rèn)識(shí)"由表及里三層不同的歷史思維規(guī)律和學(xué)生從讀懂文本、理解文本的語(yǔ)境到依據(jù)文本建構(gòu)自我認(rèn)識(shí)的由低到高的認(rèn)知水平而劃定初高中階段問(wèn)題五級(jí)水平和相應(yīng)設(shè)問(wèn)細(xì)化,結(jié)合課堂中的典型類型展示案例設(shè)計(jì)。時(shí)空觀念問(wèn)題的主要類型有:時(shí)空中的歷史敘述、年表中的時(shí)序觀念、時(shí)空下的歷史解釋;證據(jù)意識(shí)問(wèn)題的主要類型有:用證據(jù)說(shuō)話、一份證據(jù)說(shuō)一份話、大膽假設(shè)小心求證;歷史理解問(wèn)題的主要類型有:歷史想象、歷史神入、歷史推理;歷史解釋問(wèn)題的主要類型有:因果解釋和多元解釋;歷史評(píng)價(jià)問(wèn)題的主要類型有:共時(shí)態(tài)同時(shí)代人的評(píng)價(jià)、昔時(shí)態(tài)后來(lái)人的評(píng)價(jià)�；趩�(wèn)題的中學(xué)歷史教學(xué)研究,可以從問(wèn)題視角豐富當(dāng)前核心素養(yǎng)要求下的中學(xué)歷史教學(xué)理論,并對(duì)實(shí)踐中教學(xué)提供有效指導(dǎo)。然而,這一研究的實(shí)踐價(jià)值還需要更大范圍、更長(zhǎng)時(shí)間的中學(xué)歷史教學(xué)實(shí)踐的檢驗(yàn),其理論成果也需在進(jìn)一步的實(shí)踐中修正和完善。
[Abstract]:At present, the new concept of talent training in 21th century, which is required by "critical thinking" and "problem solving", has begun to take shape. Problem-based middle school history teaching has an inherent agreement with it. Problem-based middle school history teaching revolves around the core problems, which turns the teaching content into problems and teaching activities into questions, taking the problem chain as the teaching process. Teachers are the promoters of the problems, collaborators, guides, students are the constructor of the problem, inquiry, learners of the new teacher-student interaction as a form of teaching activities, clearly pointing to the purpose of the establishment of a person and the goal of historical thinking. It has become an important direction to construct a new paradigm of history classroom teaching in middle schools. From the connotation of history, we can determine the concept of time and space, the consciousness of evidence, and the understanding of history. History interpretation and history evaluation are five core problems in history teaching in middle school. Then the process of history classroom teaching in middle schools can to a large extent become the inquiry learning process of problem-solving. That is to say, it is feasible for problem-based history teaching to integrate the contents of the history subject, the subject ability, and the subject thinking. The core problems in history teaching in middle schools should be determined and selected with the following common features: openness in form, complexity in structure, goal in content, thinking in value, etc. When teaching around some kind of core problem, we should know how to use the relationship between the core problem and the goal, use the question chain to reflect the target chain, and use the question chain to construct the cognitive logic. In terms of content implementation, the core problems are not separated from each other, but intersect with each other. In terms of process, they are the process of problem solving, and the method of promoting teaching. The process and method correspond to each other to serve the content, and the classroom teaching problems implemented in this way are three-dimensional. The teaching design of the core issues determines to a great extent the quality of the implementation of problem-based history teaching in middle schools. Following the three different historical thinking rules of "textual description", "Historical context", "Historical Cognition" and the students' understanding of the text from the outside to the inside, From understanding the context of the text to constructing the low to high cognitive level of self-knowledge, defining the five levels of middle and senior middle school problems and setting up corresponding questions and refinement, The main types of spatio-temporal concept problems are: historical narration in space-time, chronological concept in chronology, historical interpretation in space-time, and the main types of evidential consciousness problems are: speaking with evidence. The main types of historical understanding problems are: historical imagination, historical mind, historical reasoning, historical interpretation of the main types of problems: causality and multiple interpretation; The main types of historical evaluation problems are as follows: the evaluation of the contemporaneous contemporaries, the evaluation of the past tense, the research of problem-based history teaching in middle schools, which can enrich the theory of history teaching in middle schools under the requirements of the current core literacy from the perspective of problems. However, the practical value of this study still needs to be tested in a larger scope and for a longer period of time in history teaching practice in middle schools, and its theoretical achievements need to be revised and perfected in further practice.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.51

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