本文選題：歷史比較能力 + 高中歷史教學(xué)��； 參考：《揚(yáng)州大學(xué)》2016年碩士論文

【摘要】：隨著新一輪中小學(xué)課程教材改革的推行,歷史教育更加注重學(xué)生思維能力的培養(yǎng),特別是在高中階段。從《普通高中歷史課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)》中對(duì)“能力目標(biāo)”的表述可知,歷史思維能力呈現(xiàn)為對(duì)歷史事實(shí)的分析、綜合、比較、歸納、概括等認(rèn)知活動(dòng),并與解決問(wèn)題密切相關(guān)。其中,“歷史比較能力”以其廣闊的探究視角、成熟的史學(xué)方法成為高中生歷史思維能力重要組成。培養(yǎng)“歷史比較能力”有助于高中生形成“古今貫通,中外關(guān)聯(lián)”的歷史知識(shí)體系和基本的比較史學(xué)素養(yǎng),這不僅是中學(xué)歷史教育界實(shí)施新型教學(xué)模式的內(nèi)在要求,也適應(yīng)了當(dāng)今全球化發(fā)展的潮流。本文重在研究高中生歷史比較能力的形成過(guò)程,并基于此進(jìn)行實(shí)證調(diào)查,為培養(yǎng)高中生歷史比較能力提出切實(shí)可行的策略。通過(guò)問(wèn)卷調(diào)查兩所不同層次高中的實(shí)際教學(xué)情況,表明部分師生在辨別歷史比較問(wèn)題情境、理解歷史比較對(duì)象、運(yùn)用歷史比較方法、選取歷史比較視角、及調(diào)控與反思整個(gè)歷史比較進(jìn)程方面存在諸多問(wèn)題,分析發(fā)現(xiàn),其影響因素主要為教科書(shū)使用、課堂教學(xué)、歷史學(xué)習(xí)、歷史教師的專(zhuān)業(yè)素質(zhì)及歷史學(xué)業(yè)評(píng)價(jià)。據(jù)此,筆者得出培養(yǎng)高中生比較能力的策略：第一,教科書(shū)使用,應(yīng)基于可比性原則創(chuàng)造性整合教科書(shū)內(nèi)容,并凸顯教科書(shū)中“活動(dòng)與探究”性質(zhì)欄目中歷史比較題的探究性；第二,課堂教學(xué),應(yīng)采用以探究學(xué)習(xí)為主的教學(xué)模式來(lái)創(chuàng)設(shè)歷史比較問(wèn)題情境,并選擇包括歷史比較方法在內(nèi)的多樣化教學(xué)方法,以及革新教學(xué)設(shè)計(jì)理念,實(shí)施歷史比較教學(xué)；第三,探究式學(xué)習(xí)指導(dǎo),在明確歷史比較問(wèn)題情境的結(jié)構(gòu)和類(lèi)型、分別考察歷史比較對(duì)象基礎(chǔ)上,選擇比較項(xiàng),調(diào)動(dòng)資源比較異同,并分析原因,得出問(wèn)題結(jié)論；第四,學(xué)業(yè)評(píng)價(jià),應(yīng)針對(duì)歷史比較的全過(guò)程進(jìn)行綜合評(píng)價(jià),并引入可比材料命制高考?xì)v史比較題。
[Abstract]:With the implementation of the new reform of curriculum teaching materials in primary and secondary schools, history education pays more attention to the cultivation of students' thinking ability, especially in the senior middle school stage. From the expression of "ability goal" in the History Curriculum Standard of General Senior High School (Experimental draft), we can see that the ability of historical thinking is presented as cognitive activities such as analysis, synthesis, comparison, induction and generalization of historical facts, and is closely related to solving problems. Among them, historical comparative ability has become an important component of high school students' historical thinking ability with its wide exploration perspective and mature historiography method. The cultivation of "historical comparative ability" is helpful for senior high school students to form a historical knowledge system and basic comparative historical literacy, which is not only the inherent requirement for the implementation of a new teaching model in the field of history education in middle schools. Also adapted to the current trend of globalization. This paper focuses on the formation process of historical comparative ability of senior high school students, and carries out empirical investigation based on it, and puts forward practical strategies for cultivating historical comparative ability of senior high school students. Through the questionnaire survey on the actual teaching situation of two high schools at different levels, it is shown that some teachers and students are discriminating the historical comparison problem situation, understanding the historical comparison object, using the historical comparison method, choosing the historical comparison angle of view. There are many problems in the process of adjusting and introspecting the whole history comparison. It is found that the main influencing factors are textbook use, classroom teaching, history study, history teacher's professional quality and history academic evaluation. On this basis, the author draws the strategies of cultivating the comparative ability of senior high school students: first, the use of textbooks should be based on the principle of comparability to creatively integrate the content of textbooks, and highlight the "activity and inquiry" nature of the textbook column of historical comparison of the inquiry; Second, classroom teaching should adopt the teaching mode of inquiry learning to create the historical comparison problem situation, and select various teaching methods, including historical comparison methods, as well as innovate the teaching design concept, and carry out historical comparative teaching. Third, inquiry learning guidance, on the basis of defining the structure and types of historical comparative problem situations, selecting comparative items, mobilizing resources to compare similarities and differences, and analyzing the reasons, draw the conclusion of the problem. Academic evaluation should be based on the comprehensive evaluation of the whole process of historical comparison and the introduction of comparable materials for historical comparison of the college entrance examination.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G633.51

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本文編號(hào)：1958226