本文選題：洛陽(yáng)　切入點(diǎn)：鄉(xiāng)土資源　出處：《華中師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：如果說(shuō)國(guó)情教育是進(jìn)行社會(huì)主義和愛國(guó)主義教育的基本內(nèi)容,那么鄉(xiāng)土歷史教育就是國(guó)情教育的基本單位,是國(guó)情教育的重要組成部分。而以洛陽(yáng)為中心的河洛地區(qū),不但最早跨入文明時(shí)代,而且在以后的數(shù)千年里,長(zhǎng)期是我國(guó)的政治、經(jīng)濟(jì)、文化、交通中心,洛陽(yáng)作為河洛文化發(fā)源地區(qū),她那豐厚而彌足珍貴的歷史文化資源對(duì)社會(huì)的發(fā)展有著重要的作用。河洛文化是中國(guó)文化的重要源泉之一,也是中華民族的主流文化。作為洛陽(yáng)地區(qū)人民,能夠在教學(xué)中充分利用洛陽(yáng)歷史資源對(duì)學(xué)生展開鄉(xiāng)土歷史教育,通過(guò)學(xué)生自身直觀的探索和學(xué)生群體之間的探討,才能讓學(xué)生更好的認(rèn)識(shí)了解洛陽(yáng)的過(guò)去與現(xiàn)在,并展望洛陽(yáng)未來(lái)的發(fā)展方向。只有熟悉了解洛陽(yáng)歷史全貌,才能激他們那濃濃的鄉(xiāng)土情,從而擔(dān)當(dāng)起建設(shè)洛陽(yáng)、振興洛陽(yáng)的歷史重任。本文以洛陽(yáng)鄉(xiāng)土資源為中心,探討洛陽(yáng)鄉(xiāng)土資源在中學(xué)歷史教學(xué)中的運(yùn)用。本文主要分為三部分,第一部分介紹可以運(yùn)用到中學(xué)歷史教學(xué)中的洛陽(yáng)鄉(xiāng)土資源,有洛陽(yáng)的物質(zhì)文化資源和非物質(zhì)文化遺產(chǎn)資源等。第二部分主要探討了將洛陽(yáng)鄉(xiāng)土資源運(yùn)用到中學(xué)歷史教材中的可行性與必要性。第三部分主要談?wù)摿税崖尻?yáng)鄉(xiāng)土資源運(yùn)用到中學(xué)歷史教學(xué)中的一些途徑,積極創(chuàng)辦歷史社團(tuán),引導(dǎo)學(xué)生探索發(fā)現(xiàn),開展歷史知識(shí)競(jìng)賽,激發(fā)學(xué)生學(xué)習(xí)熱情,編輯地方歷史教材,開設(shè)歷史學(xué)選修課程,充分發(fā)揮影視媒體的作用,通過(guò)撰寫歷史讀物來(lái)宣傳洛陽(yáng)歷史,或者是開展鄉(xiāng)土系列講座來(lái)介紹洛陽(yáng)歷史資源等途徑。本文在第四部分對(duì)如何充分使用洛陽(yáng)資源也提出了一些建議。
[Abstract]:If it is said that national education is the basic content of socialist and patriotic education, then local history education is the basic unit of national education and an important part of national education. It was not only the earliest civilization era, but also the political, economic, cultural and transportation center of our country for thousands of years. Luoyang was the origin of Heluo culture. Her rich and precious historical and cultural resources play an important role in the development of society. The culture of Heluo is one of the important sources of Chinese culture and the mainstream culture of the Chinese nation. It can make full use of Luoyang historical resources in teaching to carry out local history education to students, through the students' own intuitive exploration and the discussion between students' groups, can the students better understand Luoyang's past and present. Only if we are familiar with the whole history of Luoyang, can we excite their strong local conditions, thus taking on the historical responsibility of building Luoyang and revitalizing Luoyang. This paper takes Luoyang local resources as the center, This article is divided into three parts. The first part introduces the local resources of Luoyang, which can be used in the history teaching of middle school. The second part mainly discusses the feasibility and necessity of applying the local resources of Luoyang to the history teaching materials of middle school. The third part mainly discusses the feasibility and necessity of applying the local resources of Luoyang to the history teaching materials of middle school. The third part mainly talks about the application of Luoyang township. Some ways of applying soil resources to history teaching in middle schools, To actively establish historical societies, guide students to explore and discover, develop historical knowledge competitions, stimulate students' enthusiasm in learning, edit local history textbooks, set up elective courses in history, and give full play to the role of film and television media. In the fourth part of this paper, some suggestions on how to make full use of Luoyang resources are put forward by writing historical books to propagate Luoyang's history, or by launching a series of lectures on local areas to introduce Luoyang's historical resources.
【學(xué)位授予單位】：華中師范大學(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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