本文關(guān)鍵詞：“神入”歷史教學(xué)法在高中歷史教學(xué)中的運(yùn)用　出處：《安徽師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

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【摘要】：隨著新課程改革的開(kāi)展,如何轉(zhuǎn)變傳統(tǒng)歷史教學(xué)模式,一直困擾著廣大歷史教育工作者。近年來(lái),許多歷史教學(xué)新方法、新觀念層出不窮,力圖打破傳統(tǒng)教學(xué)模式,開(kāi)拓教學(xué)新視野。其中,二十世紀(jì)九十年代由西方傳入我國(guó)的“神入”歷史教學(xué)便是典型代表。它是指學(xué)生通過(guò)掌握充分的歷史證據(jù),觀察歷史環(huán)境,站立歷史人物的角度思人、思物、度情,探索歷史事件的內(nèi)在動(dòng)因,體驗(yàn)歷史人物行為背后的情感、動(dòng)機(jī)、意圖等,并對(duì)歷史事件、人物做出暫定性評(píng)價(jià)的歷史教學(xué)方法�！吧袢搿睔v史教學(xué)法不同于情境教學(xué)法,它既是一種教學(xué)方法,同時(shí)又是教學(xué)目標(biāo)。這種教學(xué)方法有利于激發(fā)學(xué)生學(xué)習(xí)歷史的興趣,增強(qiáng)了學(xué)生的主體意識(shí),培養(yǎng)學(xué)生的批判性思維、時(shí)序性思維能力。由于傳入我國(guó)時(shí)間較短,“神入”歷史教學(xué)尚有很多的延伸和發(fā)展空間,本文試圖結(jié)合教學(xué)實(shí)例闡釋“神入”歷史教學(xué)法的運(yùn)用。特別是在介紹“神入”歷史教學(xué)法的特征、操作流程、教學(xué)形態(tài)時(shí),都立足于筆者的教學(xué)設(shè)計(jì),并結(jié)合筆者的教學(xué)實(shí)踐經(jīng)驗(yàn),提出幾點(diǎn)教學(xué)中應(yīng)注意的問(wèn)題,以期豐富“神入”歷史教學(xué)理論的內(nèi)涵。
[Abstract]:With the development of the new curriculum reform, how to change the traditional history teaching model has been plaguing the majority of the historical educators. In recent years, many new methods and new ideas of history teaching have come out in an endless stream, trying to break the traditional teaching model and open up a new view of teaching. Among them, 1990s from the West into China's "Empathy" is a typical representative of history teaching. It refers to the students through the grasp of historical evidence fully, observe the historical environment, standing historical figures, thinking, thinking angle of emotion, intrinsic motivation to explore the historical events, historical figures behind the experience of emotion, motivation, behavior intention, and the historical events and characters make a tentative evaluation of history teaching methods. "Empathy" history teaching method is different from the Situational Teaching Method, it is a kind of teaching method, and teaching objectives. This teaching method is helpful to arouse the students' interest in learning history, enhance the students' subjective consciousness, and cultivate their critical thinking and time series thinking ability. Since introduced into China for a short period of time, the extension and development of spatial empathy "there are a lot of history teaching, this paper tries to explain the use of combined with the teaching practice of" Empathy "teaching method of history. Especially in the introduction of "Empathy" history teaching characteristics, operation process, teaching form, teaching design is based on the author's teaching practice, and combining with the author's experience, we should pay attention to a few problems in the teaching, in order to enrich the "connotation of empathy" history teaching theory.
【學(xué)位授予單位】：安徽師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.51

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