本文選題：歷史通俗讀物 + 中學(xué)歷史教學(xué)��； 參考：《云南師范大學(xué)》2017年碩士論文

【摘要】：近年來,隨著電視、網(wǎng)絡(luò)等現(xiàn)代傳播媒體的發(fā)展,實現(xiàn)歷史教育功能的途徑越來越廣。如在史學(xué)走向通俗化、普及化方面,出現(xiàn)了歷史影視劇、網(wǎng)絡(luò)通俗寫史和電視講史欄目等多種形式,掀起全民學(xué)史的潮流。中學(xué)歷史教師和中學(xué)生也不例外,甚至許多歷史教師把歷史影視視頻和網(wǎng)絡(luò)通俗寫史讀物作為教學(xué)史料搬進(jìn)中學(xué)歷史課堂,以激發(fā)學(xué)生學(xué)習(xí)興趣和活躍課堂教學(xué)氛圍。但是,大多數(shù)的歷史影視劇是編者為追求娛樂性而虛構(gòu)的歷史,并不是真正意義上的歷史。而網(wǎng)絡(luò)通俗寫史讀物的作者以草根歷史愛好者為主,他們未經(jīng)專業(yè)的歷史研究學(xué)習(xí)和訓(xùn)練,使得他們寫作的歷史通俗讀物呈現(xiàn)出戲說歷史人物、歪曲歷史事實和錯誤的歷史觀念的特點,導(dǎo)致這些歷史通俗讀物質(zhì)量低下。質(zhì)量低下的歷史通俗讀物混雜于圖書市場中,對學(xué)生了解歷史和樹立正確的歷史意識、歷史觀念造成困難。因此,引導(dǎo)中學(xué)生辨析歷史通俗讀物質(zhì)量的優(yōu)劣和善用歷史通俗讀物是中學(xué)歷史教育發(fā)展最為迫切的兩大任務(wù)。新課程提出“以學(xué)生發(fā)展為本”的教學(xué)理念,要求中學(xué)歷史課程必須促進(jìn)學(xué)生全面發(fā)展,并進(jìn)一步提高學(xué)生的人文素養(yǎng)。歷史通俗讀物因通俗易懂的語言、風(fēng)趣幽默的故事,符合中學(xué)生的心理特點和認(rèn)知層次,是拓寬學(xué)生史學(xué)視野的課外讀物,也是中學(xué)歷史教學(xué)不可或缺的課程資源。在中學(xué)歷史教學(xué)活動中,合理運用歷史通俗讀物,有助于學(xué)生學(xué)習(xí)歷史知識和教師專業(yè)成長。同時,歷史通俗讀物作為普及性歷史常識讀物,對傳播歷史文化和提高國民素質(zhì)有著不容忽視的作用。基于以上考慮,本文試圖通過整理和總結(jié)前人研究,根據(jù)中學(xué)歷史教師和學(xué)生對歷史通俗讀物的認(rèn)識現(xiàn)狀,以及中學(xué)歷史教學(xué)活動中運用歷史通俗讀物的實際情況,嘗試?yán)迩鍤v史通俗讀物、歷史教學(xué)的核心概念,訪談中學(xué)歷史教師和調(diào)查中學(xué)生對歷史通俗讀物的認(rèn)識情況,闡述歷史通俗讀物運用于中學(xué)歷史教學(xué)的必要性和可行性,以及探尋把歷史通俗讀物引入中學(xué)歷史教學(xué)活動中的有效性策略。歷史通俗讀物是實現(xiàn)歷史知識走向社會普及化的一種有效手段,而中學(xué)歷史教學(xué)是歷史知識由普及性走向?qū)I(yè)化的基礎(chǔ)教育課程,二者之間既相互獨立,又不可分割。研究歷史通俗讀物,不僅對中學(xué)歷史教學(xué)有積極意義,而且對史學(xué)實現(xiàn)普及化和專業(yè)化共同發(fā)展也有重要意義。
[Abstract]:In recent years, with the development of modern communication media such as TV and network, the ways to realize the function of history education are more and more extensive. For example, in the aspect of popularizing and popularizing historiography, there are many kinds of forms, such as historical film and TV drama, popular history writing on the network and history telling column on TV, which set off the trend of studying history of the whole people. History teachers in middle schools and middle school students are no exception. Even many history teachers use video of history film and video and online popular history books as teaching historical materials to stimulate students' interest in learning and active classroom teaching atmosphere. However, most historical dramas are fictional history in pursuit of entertainment, not history in real sense. And the authors of the online popular history books are mainly grassroots history lovers. They have not studied and trained in history research, which makes the popular history books they write present historical figures. The misrepresentation of historical facts and false historical concepts leads to the poor quality of these popular historical books. The low quality popular history books are mixed in the book market, which makes it difficult for students to understand history and set up correct historical consciousness. Therefore, it is the most urgent task to guide middle school students to analyze the quality of history popular reading and to make good use of history popular reading. The new curriculum puts forward the teaching concept of "student-oriented development", which requires that the history curriculum of middle school must promote the all-round development of students and further improve the students' humanistic literacy. Because of the easy to understand language and humorous stories, historical popular reading materials accord with the psychological characteristics and cognitive levels of middle school students. They are extracurricular reading materials for broadening students' horizons of history, and are also indispensable curriculum resources for history teaching in middle schools. In the middle school history teaching activities, the rational use of history popular reading is helpful for students to learn history knowledge and teachers' professional growth. At the same time, popular history books, as a popular reading of history, play an important role in spreading history and culture and improving the quality of the people. Based on the above considerations, this paper attempts to collate and summarize the previous studies, according to the history teachers and students' understanding of historical popular reading, as well as the actual situation of the use of historical popular reading in the history teaching activities of middle school. This paper tries to clarify the core concepts of history popular reading, history teaching, interview history teachers in middle school and investigate the understanding of history popular reading in middle school, and expounds the necessity and feasibility of using history popular reading in history teaching in middle school. And to explore the introduction of popular history reading into the history teaching activities of the effectiveness of the strategy. Historical popular reading is an effective means to realize the popularization of history knowledge, and history teaching in middle school is a basic education course of history knowledge from popularization to specialization. The two courses are independent and inseparable from each other. The study of historical popular reading is not only of positive significance to history teaching in middle school, but also of great significance to the popularization and specialization of historiography.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.51

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