本文選題：歷史比較法 + 高中��； 參考：《南京師范大學(xué)》2017年碩士論文

【摘要】：19世紀(jì)末20世紀(jì)初,歷史學(xué)領(lǐng)域興起了與比較研究相結(jié)合的學(xué)術(shù)流派——比較史學(xué)。在比較史學(xué)中,歷史比較法是一種系統(tǒng)而科學(xué)的研究方法,它通過(guò)比較不同時(shí)空條件下的歷史事物,分析其異同,以探求歷史事物的一般規(guī)律和特殊規(guī)律。歷史學(xué)家們將歷史比較法用于對(duì)史學(xué)問(wèn)題的探討,拓寬了學(xué)術(shù)視野,使史學(xué)研究大受裨益。如歷史研究一般,高中經(jīng)濟(jì)史課程中也蘊(yùn)含有大量可比較的知識(shí)內(nèi)容,歷史課程標(biāo)準(zhǔn)也明確提出了比較教學(xué)要求,在此基礎(chǔ)上,經(jīng)濟(jì)史學(xué)成熟的比較研究為歷史比較法在經(jīng)濟(jì)史教學(xué)中的運(yùn)用提供了比較思路,以上條件使得歷史比較法具有在高中經(jīng)濟(jì)史教學(xué)中運(yùn)用的可行性。那么,歷史比較法在高中經(jīng)濟(jì)史教學(xué)中的運(yùn)用意義何在呢? 一直以來(lái),經(jīng)濟(jì)史都是高中三大歷史必修模塊中難度最大的課程,通過(guò)問(wèn)卷調(diào)查可發(fā)現(xiàn),學(xué)生在經(jīng)濟(jì)史教學(xué)中存在著多項(xiàng)學(xué)習(xí)難題,如何突破這些學(xué)習(xí)瓶頸,成為了學(xué)生與教師的共同訴求。歷史比較法中的多種比較方法都各具優(yōu)勢(shì),求同、求異比較法善于分辨經(jīng)濟(jì)概念、分析經(jīng)濟(jì)特點(diǎn),縱向、橫向比較法長(zhǎng)于整理經(jīng)濟(jì)線索、加強(qiáng)經(jīng)濟(jì)聯(lián)系,定量、定性比較法有助于呈現(xiàn)經(jīng)濟(jì)背景、探索經(jīng)濟(jì)本質(zhì),借助這些優(yōu)勢(shì)能夠幫助學(xué)生應(yīng)對(duì)學(xué)習(xí)困境,從而可以實(shí)現(xiàn)歷史比較法運(yùn)用的價(jià)值與意義。為確保歷史比較法在經(jīng)濟(jì)史教學(xué)中具有運(yùn)用的有效性學(xué)性和合理性,在比較的過(guò)程中,需要注意判別比較對(duì)象間的可比性、懂得綜合運(yùn)用多種比較方法或其他教學(xué)方法與形式,又要注意多角度比較,并以教學(xué)目的為導(dǎo)向,使比較具有明確的指向性、目的性。具體而言,以調(diào)查出的其中四項(xiàng)學(xué)習(xí)難題為例,比如學(xué)生常感經(jīng)濟(jì)概念易混淆、不易區(qū)分;經(jīng)濟(jì)史知識(shí)點(diǎn)瑣碎、零散;經(jīng)濟(jì)現(xiàn)象的特點(diǎn)、性質(zhì)難以分析和經(jīng)濟(jì)事件發(fā)生的成因難以剖析,教師在面對(duì)以上難題時(shí),在教法上可以采用歷史比較法,有針對(duì)性地為這四項(xiàng)難題提出相應(yīng)的比較法策略。通過(guò)反思?xì)v史比較法的上述教學(xué)實(shí)踐過(guò)程可知,以教師為主的比較者還需做好比較前的準(zhǔn)備,即夯實(shí)經(jīng)濟(jì)史專業(yè)學(xué)科知識(shí)、具備歷史比較法基本理論素養(yǎng)、擁有歷史比較思維能力,為比較提供必要的知識(shí)理論基礎(chǔ)和認(rèn)知能力基礎(chǔ)。
[Abstract]:At the end of the 19th century and the beginning of the 20th century, comparative historiography, an academic school combined with comparative study, emerged in the field of history. In comparative historiography, historical comparative method is a systematic and scientific research method. By comparing historical things under different space-time conditions, it analyzes their similarities and differences, in order to explore the general and special laws of historical things. Historians apply historical comparative law to the exploration of historiography, which broadens the academic horizon and greatly benefits the study of historiography. Such as history research, high school economic history curriculum also contains a lot of comparable knowledge content, history curriculum standards also clearly put forward the requirements of comparative teaching, on the basis of this, The mature comparative study of economic history provides a comparative thought for the application of historical comparative law in the teaching of economic history. The above conditions make it feasible to apply historical comparative law in the teaching of economic history in senior high school. So what is the significance of the application of historical comparative law in the teaching of economic history in senior high school? All along, economic history is the most difficult course in the three required modules of history in senior high school. Through the questionnaire survey, it can be found that students have many learning problems in the teaching of economic history, and how to break through these learning bottlenecks. It has become the common demand of students and teachers. Various methods of comparison in the historical comparative method have their own advantages. The method of seeking difference and comparison is good at distinguishing economic concepts, analyzing economic characteristics, lengthways and horizontally comparing with each other in sorting out economic clues, strengthening economic ties, and quantifying. Qualitative comparative method is helpful to present the economic background, explore the economic essence, and help students cope with the learning dilemma with the help of these advantages, so as to realize the value and significance of the application of historical comparative method. In order to ensure the validity and rationality of the application of historical comparative method in the teaching of economic history, in the process of comparison, we should pay attention to distinguish the comparability between the objects of comparison, and understand the comprehensive use of various comparative methods or other teaching methods and forms. We should also pay attention to the multi-angle comparison and take the teaching aim as the guide, so that the comparison has definite directivity and purpose. Specifically, take four of the learning problems investigated as examples. For example, students often find economic concepts confusing and difficult to distinguish; economic history knowledge is trivial and fragmented; and the characteristics of economic phenomena, It is difficult to analyze the nature and the causes of the economic events. In the face of the above problems, teachers can adopt the historical comparative method in the teaching method, and put forward the corresponding comparative strategy for the four difficult problems. Through reflecting on the above teaching practice of historical comparative law, we can see that the comparator, who is mainly teachers, should prepare well before comparison, that is, to consolidate the professional knowledge of economic history, and to possess the basic theoretical literacy of historical comparative law. Historical comparative thinking provides the necessary theoretical and cognitive basis for comparison.
【學(xué)位授予單位】：南京師范大學(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)：2095918