【摘要】：口述歷史近年來成為史學(xué)界研究的熱點(diǎn)問題,它開辟了史學(xué)研究的新領(lǐng)域,并且隨著研究的不斷深入,取得了豐碩的成果�？谑鍪妨显谥袑W(xué)歷史教學(xué)中應(yīng)用的研究成果呈現(xiàn)出逐年遞增的趨勢,在理論和實(shí)踐方面均有可觀的素材。作者認(rèn)為,口述史料在中學(xué)歷史教學(xué)中的應(yīng)用是一種有益的嘗試,它符合新課程的理念和要求,能夠突出學(xué)生的主體地位,有效激發(fā)學(xué)生學(xué)習(xí)歷史的興趣,拓寬學(xué)生的知識面,有利于培養(yǎng)學(xué)生的歷史學(xué)科能力以及幫助學(xué)生樹立正確的情感、態(tài)度和價(jià)值觀。據(jù)此,本文主要從歷史學(xué)科教學(xué)的角度入手,結(jié)合口述史相關(guān)理論來探討口述史料在中學(xué)歷史教學(xué)中應(yīng)用的問題。本文除去緒論和結(jié)語共分為五章:第一章內(nèi)容是口述史料的概念界定和分類。該章首先對“口述史”和“口述史料”兩個(gè)概念進(jìn)行了界定,然后將口述史料分為三種類型加以介紹。第二章內(nèi)容從學(xué)生發(fā)展的角度闡釋了口述史料在中學(xué)歷史教學(xué)中應(yīng)用的重要意義,包括激發(fā)學(xué)生學(xué)習(xí)歷史的興趣;豐富學(xué)生的歷史知識;培養(yǎng)學(xué)生的歷史學(xué)科能力;培養(yǎng)學(xué)生正確情感、態(tài)度和價(jià)值觀這幾個(gè)方面的重要意義。第三章內(nèi)容列舉了口述史料在中學(xué)歷史教學(xué)中應(yīng)用時(shí)應(yīng)遵循的基本原則,主要包括目的性、典型性、真實(shí)性和適度性。第四章內(nèi)容為本文的重點(diǎn),主要結(jié)合案例從四個(gè)方面對口述史料應(yīng)用于中學(xué)歷史教學(xué)的策略加以分析,包括從多個(gè)角度還原歷史真相,提高學(xué)生的史料辨析能力;創(chuàng)設(shè)歷史情境,喚起學(xué)生情感共鳴;著眼歷史細(xì)節(jié),補(bǔ)充教材知識;開發(fā)社區(qū)歷史課程資源,拓展學(xué)生的歷史視野這幾個(gè)方面。第五章內(nèi)容則以《民主政治建設(shè)的曲折發(fā)展》一課為例對口述史料在中學(xué)歷史教學(xué)中應(yīng)用的案例進(jìn)行分析。
[Abstract]:Oral history has become a hot issue in the research of historiography in recent years. It has opened up a new field of historical research, and has achieved fruitful achievements with the deepening of research. The research results of oral historical materials applied in the history teaching of middle school are increasing year by year, both theory and practice have considerable material. The application of oral historical materials in the history teaching of middle school is a useful attempt. It conforms to the concept and requirements of the new curriculum. It can highlight the main body of the students, stimulate the students' interest in learning history, broaden the students' knowledge, help to cultivate the students' ability in history science, and help students to set up correct emotions and attitudes. From the perspective of history teaching, this article discusses the application of oral history in the history teaching of middle school with the theory of oral history. This article is divided into five chapters: Chapter 1: the first chapter is the definition and classification of oral historical materials. The two concepts are defined, and then the oral historical materials are divided into three types. The second chapter explains the significance of the application of oral historical materials in the history teaching of middle school from the perspective of students' development, including the interest in arousing students' history of learning, enriching the historical knowledge of the students, and fostering the students' history of history; The important meaning of cultivating students' correct emotion, attitude and values. The third chapter lists the basic principles that oral historical materials should be followed in the application of history teaching in middle school, mainly including purpose, typicality, authenticity and moderation. The fourth chapter is the focus of this article and mainly combines cases from four aspects. Historical materials used in the history of middle school teaching strategies to analyze, including from many angles to restore the historical truth, improve the students' historical analysis and analysis ability; create historical situation, arouse students' emotional resonance; focus on historical details, supplement the knowledge of teaching materials; develop the history of community resources, expand the students' historical field of vision in the fifth chapters. Let's take the example of "twists and turns of democracy construction" as an example to analyze the cases of oral history in middle school history teaching.
【學(xué)位授予單位】：山東師范大學(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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