本文選題：史學(xué)研究成果 + 高中歷史教學(xué)　； 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：普通高中歷史教學(xué)肩負(fù)著開(kāi)展基礎(chǔ)性歷史教育、提升學(xué)生人文素養(yǎng)的重大使命。隨著史學(xué)研究不斷發(fā)展,依托于史學(xué)研究的高中歷史教學(xué)理應(yīng)積極關(guān)注史學(xué)研究發(fā)展,及時(shí)吸納史學(xué)研究成果以保證教學(xué)內(nèi)容的時(shí)代性、科學(xué)性。誠(chéng)然,課改十余年來(lái),高中歷史教學(xué)在吸納史學(xué)研究成果問(wèn)題上已作出了巨大改進(jìn),但限于教科書(shū)內(nèi)容的編選、教師史學(xué)素養(yǎng)等因素的影響,高中歷史教學(xué)在應(yīng)用史學(xué)研究成果問(wèn)題上仍然存在諸多不足,主要表現(xiàn)在教科書(shū)對(duì)一些史學(xué)觀點(diǎn)的闡述依然滯后于史學(xué)研究發(fā)展,教師在教學(xué)實(shí)踐中應(yīng)用史學(xué)研究成果也存在著滯后、偏激等問(wèn)題。因此,對(duì)“史學(xué)研究成果在高中歷史教學(xué)中的應(yīng)用”這一課題的進(jìn)一步研究則具有了極強(qiáng)的理論和實(shí)踐價(jià)值。適時(shí)的將史學(xué)研究中的新材料、新觀點(diǎn)引入到歷史課堂中,既有助于提升高中歷史課堂教學(xué)的科學(xué)性,也有助于學(xué)生開(kāi)拓視野、培養(yǎng)批判性與創(chuàng)造性思維。在本文中,筆者以高中歷史教科書(shū)、高中歷史教學(xué)課堂實(shí)錄和高考試題為主要資料來(lái)源和研究對(duì)象,主要從三個(gè)角度研討本課題。首先,筆者擬從深化課程改革、培養(yǎng)歷史學(xué)科核心素養(yǎng),以及歷史學(xué)科高考命題等角度分析高中歷史教學(xué)應(yīng)用史學(xué)研究成果的必要性。其次,筆者基于教科書(shū)與教師兩個(gè)角度,并結(jié)合更為微觀、具體的案例來(lái)揭示高中歷史教學(xué)應(yīng)用史學(xué)研究成果的現(xiàn)狀,進(jìn)一步凸顯研究本課題的意義。最后,筆者將結(jié)合具體案例淺談高中歷史教學(xué)應(yīng)用史學(xué)研究成果的啟示與建議,高中歷史教學(xué)應(yīng)用史學(xué)研究成果應(yīng)堅(jiān)持以學(xué)生為本,適度引入史學(xué)研究成果,學(xué)生的認(rèn)知能力和對(duì)知識(shí)的訴求是教師引入史學(xué)研究成果的重要參照與依據(jù)。教師在應(yīng)用史學(xué)研究成果中扮演著關(guān)鍵角色,教師的史學(xué)素養(yǎng)、教學(xué)理念均影響著史學(xué)成果的有效應(yīng)用。近年來(lái),高中歷史學(xué)科高考命題有愈加依賴史學(xué)研究新成果的趨勢(shì),因此,從歷史學(xué)科高考命題中尋找切入點(diǎn)也是促進(jìn)高中歷史教學(xué)與史學(xué)研究成果更好結(jié)合的有效途徑,這既能保證歷史教學(xué)內(nèi)容的科學(xué)性,又有助于學(xué)生考試成績(jī)的提升。
[Abstract]:Ordinary senior high school history teaching shoulders the important mission of carrying out basic history education and improving students' humanistic literacy. With the development of historiography research, the history teaching in senior high school should pay attention to the development of historiography research and absorb the achievements of historiography research in time in order to ensure the epochal nature and scientific nature of the teaching contents. It is true that in the past ten years or so, the history teaching of senior high school has made great improvement in absorbing the achievements of historical research, but it is limited to the influence of textbook contents and teachers' historical literacy, etc. There are still many deficiencies in the application of historical research achievements in senior high school history teaching, mainly manifested in the fact that the elaboration of some historical viewpoints in textbooks still lags behind the development of historical research. Teachers' application of historical research in teaching practice also has some problems, such as lagging, extreme and so on. Therefore, the further research on the application of historical research results in senior high school history teaching has a strong theoretical and practical value. Timely introduction of new materials and new viewpoints into history classroom will not only help to improve the science of history classroom teaching in senior high school, but also help students to broaden their horizons and cultivate critical and creative thinking. In this paper, the author takes high school history textbook, history teaching classroom record and college entrance examination questions as the main data source and research object, mainly from three angles to study this subject. First of all, the author intends to analyze the necessity of applying the achievements of history research in history teaching in senior high school from the angle of deepening curriculum reform, cultivating the core accomplishment of history subject and the proposition of college entrance examination of history subject. Secondly, based on textbooks and teachers, combined with more micro, specific cases to reveal the current situation of historical research achievements in senior high school history teaching, and further highlight the significance of this subject. Finally, the author will discuss the enlightenment and suggestion of applied historiography research achievements in senior high school history teaching with concrete cases. The achievements of applied historiography research in senior high school history teaching should be student-oriented and moderately introduce historical research results. Students' cognitive ability and demand for knowledge are the important reference and basis for teachers to introduce the achievements of historical research. Teachers play a key role in the research of applied historiography. Teachers' knowledge of historiography and teaching ideas all affect the effective application of the achievements of historiography. In recent years, the college entrance examination proposition of the history subject of senior high school has a tendency to rely on the new achievements of historical research. Therefore, it is an effective way to combine the history teaching with the research achievement of history better by looking for the breakthrough point from the history subject college entrance examination proposition. This can not only guarantee the science of history teaching content, but also help students improve their test scores.
【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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