發(fā)布時(shí)間：2018-03-13 03:08

  本文選題：史料教學(xué)　切入點(diǎn)：文字史料　出處：《閩南師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：歷史學(xué)科并不是一門死記硬背的學(xué)科,僅靠單純記憶是無(wú)法領(lǐng)會(huì)歷史真諦的,歷史教學(xué)也絕非是以傳遞知識(shí)為主要任務(wù)。《普通高中歷史課程標(biāo)準(zhǔn)(實(shí)驗(yàn))》旗幟鮮明地指出:“高中歷史課程必須樹立起育人為本的教育理念,改變歷史課程過于注重知識(shí)傳授的傾向……使獲得歷史基礎(chǔ)知識(shí)與基本技能的過程同時(shí)成為學(xué)會(huì)學(xué)習(xí)、學(xué)會(huì)思考、學(xué)會(huì)分析和形成正確的人生觀、價(jià)值觀和世界觀的過程�！痹谛抡n程改革進(jìn)一步全面推進(jìn)的新形勢(shì)下,要達(dá)成新課程改革的目標(biāo),把歷史科變成一門生動(dòng)且有趣的課程,改變枯燥無(wú)味的狀況,歷史文獻(xiàn)資料在高中歷史教學(xué)中的應(yīng)用已是不可或缺,并且,近些年的高考也加大了對(duì)文字史料的解讀、分析和運(yùn)用等各種能力的考查。毋庸諱言,現(xiàn)如今文字史料已然成為高中歷史教學(xué)和高考命題的主角。目前,文字史料在高中歷史教學(xué)中的價(jià)值,雖說得到了大家的一致認(rèn)可,但落實(shí)到操作層面,實(shí)踐和理論差距很大,現(xiàn)實(shí)與理想形成了鮮明的對(duì)比,問題叢生,“穿靴戴帽”、貼標(biāo)簽式的等等所謂“論從史出”的教學(xué)活動(dòng)層出不窮,種種形式主義的“史料教學(xué)”活動(dòng)揮之不去,難以調(diào)動(dòng)學(xué)生學(xué)習(xí)歷史的積極性,甚至因此無(wú)謂地加重了學(xué)生的學(xué)習(xí)負(fù)擔(dān),反而使之加劇了對(duì)歷史學(xué)習(xí)的厭惡情緒。形勢(shì)呼喚我們要立即行動(dòng)起來,改變現(xiàn)狀。鑒于此,本文就文字史料在高中歷史教學(xué)中的應(yīng)用進(jìn)行探討研究。本文主要分為緒論和正文兩個(gè)部分進(jìn)行闡述。緒論部分,首先闡述了選題緣由,研究的意義和目的,及文字史料在歷史教學(xué)中應(yīng)用現(xiàn)狀的研究,接著介紹國(guó)內(nèi)外的相關(guān)研究狀況,最后筆者提出在此問題上的研究方法。第一章,主要講述文字史料的相關(guān)概念及分類,闡述建構(gòu)主義理論、有效教學(xué)理論及“神入法”教學(xué)理論對(duì)文字史料在高中歷史教學(xué)中應(yīng)用的理論支持,以期提升我們的相關(guān)理論素養(yǎng)。第二章,結(jié)合教學(xué)實(shí)踐,舉例說明文字史料在高中歷史教學(xué)中的重要作用。以期從理論到事實(shí),進(jìn)一步提高廣大教師對(duì)文字史料在高中歷史教學(xué)中所體現(xiàn)出的重要性的認(rèn)識(shí)。第三章,通過對(duì)福建省尤溪縣第一中學(xué)師生的問卷調(diào)查,分析文字史料在高中歷史教學(xué)中應(yīng)用的現(xiàn)狀,查找出存在的問題,提出應(yīng)對(duì)策略。第四章,選擇合適的文字史料是取得有效教學(xué)的第一步,結(jié)合在教學(xué)中存在的問題,本章進(jìn)一步針對(duì)現(xiàn)行高中人民版教材的教學(xué),談?wù)勗诮虒W(xué)中文字史料選擇的原則,以期提高文字史料在高中歷史教學(xué)中應(yīng)用的有效性。第五章,在前面論述的基礎(chǔ)上,試圖以人民版選修一專題四《王安石變法》一課為例,嘗試進(jìn)行本課的文字史料應(yīng)用教學(xué)案例設(shè)計(jì),借此來具體說明文字史料在高中歷史教學(xué)中的實(shí)踐與應(yīng)用價(jià)值,以求教于方家。
[Abstract]:History is not a rote discipline, only with memory is unable to comprehend the essence of history, history teaching is not to transfer the knowledge as the main task. The ordinary high school history curriculum standard (Experiment) "clearly pointed out:" high school history curriculum must establish people-oriented education idea, change the historical course too pay attention to the tendency of knowledge. To obtain the basic knowledge of history and basic skills at the same time be to learn, learn to think, learn to analyze and to form a correct outlook on life, values and world view. "The new situation in the new curriculum reform to promote the further, to reach the goal of new curriculum reform, the history families become a vivid and interesting course, change the status of the application of historical dull as ditch water, literature in history teaching in senior middle school is indispensable, and in recent years. The college entrance examination also increased the interpretation of historical texts, analyzing and applying various abilityexamination. Needless to say, now has become a historical text of history teaching in senior high school and college entrance examination of the protagonist. At present, the value of the historical texts in history teaching in senior middle school, it has been recognized by everyone, but the implementation of the operational level, practice and a large gap between the reality and the ideal theory, in stark contrast to its problems, "wear", the label type, the so-called "from the history of the" teaching activities of all kinds of formalism "emerge in an endless stream, the history teaching material" lingering, difficult to mobilize the enthusiasm of students to study history, even so unnecessarily increase the burden on students, but that adds to the learning of history. We should aversion situation calls for immediate action to change the status quo. In view of this, this article on the historical text Study of application in history teaching in senior middle school. This paper is divided into two parts: introduction and text in this paper. The introduction part, firstly expounds the research background, purpose and significance of the study, research status and application of historical texts in the history teaching, and then introduces the related research situation at home and abroad, finally the author puts forward the research the method on this issue. The first chapter focuses on related concepts and classification of historical text, expounds the constructivism theory, effective teaching theory and the "Empathy" teaching theory on the application of historical texts in high school history teaching in the theory support, in order to improve the theory of our literacy. In the second chapter, combined with the teaching practice, for example the importance of historical texts in history teaching in senior middle school. In order to further improve the theory from the fact that the majority of teachers on the historical texts embodied in history teaching in Senior Middle School Recognize the importance of the third chapter, through the questionnaire survey on Youxi County of Fujian Province, the first high school teachers and students, the application analysis of historical texts in history teaching in senior middle school, find out the existing problems, put forward coping strategies. In the fourth chapter, select the appropriate historical text is the first step of effective teaching, combined with the existing in the teaching in this chapter, aiming at the current senior high school textbooks teaching people, talk about the text in the teaching materials selection principle, in order to improve the effectiveness of the application of historical texts in history teaching in senior middle school. In the fifth chapter, on the basis of the previous discussion, trying to take a special people's version of Wang Anshi reform four < >. For example, the history of the Chinese teaching case design application to this course, to illustrate the specific practice and application value of historical texts in history teaching in senior middle school, to turn to the party.

【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.51

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本文編號(hào)：1604520