社會學理論、方法在高中歷史教學中的運用研究
發(fā)布時間：2018-11-06 07:17
【摘要】：隨著新一輪中學課程改革拉下序幕,對高中歷史教學提出了新的挑戰(zhàn)與要求。針對歷史學科內(nèi)容龐雜的特點,如何在教學中激發(fā)學生對課程的學習興趣、引導學生對問題做深入探究,就需要教師在提高教學技能的同時對教學內(nèi)容的選取進行挖掘和創(chuàng)新。近年來,在社會快速轉(zhuǎn)型的進程中,社會學以其對社會現(xiàn)象和社會問題的獨特分析視角越來越引起人們關注�！八街梢怨ビ瘛�,本文把二者結(jié)合起來,探討將社會學理論、方法運用于高中歷史教學的具體方法,并以此反思在運用過程中的積極效果與局限性。本文從社會學基本內(nèi)涵出發(fā),對社會學研究對象進行簡要介紹,并在此基礎上,對社會學理論、方法做適當說明。針對本文把社會學理論、方法運用于高中歷史教學的探討,這里重點介紹馬克斯韋伯《新教倫理與資本主義精神》、費孝通差序格局、結(jié)構(gòu)化訪問。在對具體社會學理論、方法有所了解后,著重探討如何把相關理論、方法運用于歷史教學實踐�！缎陆虃惱砼c資本主義精神》介紹了文化對經(jīng)濟的影響,在講述必修三宗教改革時,可以問題導入的方式在課堂拋出韋伯“為什么資本主義僅發(fā)生在西方”的疑問,并在課堂最后介紹韋伯對問題的解釋：宗教改革后產(chǎn)生的新教,其遵循的倫理規(guī)范對西方資本主義精神產(chǎn)生了促進作用,以此貫穿課堂,引發(fā)學生思考。差序格局是費孝通先生早年對古代中國社會形態(tài)和人際關系所做的有趣比喻,針對這一理論,主要用來輔助學生掌握知識點。在必修二“小農(nóng)經(jīng)濟”的理解、必修一中國近現(xiàn)代的曲折歷程、必修三“李約瑟”難題,適當插入該理論幫助學生理解古代中國社會。結(jié)構(gòu)化訪問有統(tǒng)一的訪問提綱,在岳麓版必修二關于“改革開放以來日常生活的新變化”綜合探究課上,以布置家庭作業(yè)的方式讓學生在社區(qū)內(nèi)進行結(jié)構(gòu)化訪問,讓學生在實踐中感受身邊的歷史。社會學以其獨特視角對社會和社會中的人進行研究與思考,其中不乏一些生動有趣又內(nèi)涵深遠的理論、方法,把這些理論、方法以適當?shù)男问揭敫咧袣v史教學,對教師實現(xiàn)課標要求、合理組織教學內(nèi)容、增強學科素養(yǎng)有一定幫助；對學生注意力的吸引、學習興趣的提高、思維能力的擴展都具有較好效果。但同時,社會學學科發(fā)展的緩慢,理論、方法的紛亂、深刻也為其運用于歷史教學造成了一定局限性。這對老師選擇、運用社會學理論、方法,學生接受、理解這些理論、方法造成了挑站。
[Abstract]:With the prologue of the new curriculum reform in middle schools, it puts forward new challenges and requirements to the history teaching in senior high school. In view of the complicated content of history course, how to arouse students' interest in the course and guide them to explore the problem in the course of teaching, it is necessary for teachers to dig out and innovate the selection of teaching content while improving their teaching skills. In recent years, in the process of rapid social transformation, sociology has attracted more and more attention because of its unique perspective on social phenomena and social problems. "the stone of the mountain can attack the jade", this article combines the two, discusses the concrete method of applying the sociological theory and method to the history teaching in senior high school, and reflects on the positive effect and limitation in the process of application. Starting from the basic connotation of sociology, this paper gives a brief introduction to the research object of sociology, and on this basis, explains the theory and method of sociology. In view of the application of sociological theories and methods to the study of history teaching in senior high schools, this paper focuses on Max Weber's "Protestant Ethics and the Spirit of Capitalism", Fei Xiaotong's differential order pattern, and structured visits. After some understanding of specific sociological theories and methods, this paper focuses on how to apply the relevant theories and methods to the practice of history teaching. "Protestant Ethics and the Spirit of Capitalism" introduces the influence of culture on the economy. When talking about the required three-religion reform, we can ask Weber's question of "why capitalism only happens in the West" in the classroom, and at the end of the class, we will introduce Weber's explanation of the problem: the Protestantism that came into being after the religious reform. The ethical norms it follows have promoted the spirit of capitalism in the West, which has penetrated the classroom and caused students to think about it. The pattern of differential order is an interesting metaphor made by Mr. Fei Xiaotong to the social formation and interpersonal relationship in ancient China in his early years. In view of this theory, it is mainly used to assist students to master knowledge points. In the understanding of "small peasant economy", the tortuous course of modern China, and the "Needham" problem, the theory should be properly inserted to help students understand the ancient Chinese society. Structured access has a unified access outline. In the Yuelu version of the second compulsory course on "New changes in Daily Life since the Reform and opening up", students are asked to conduct structured visits in the community in the way of homework assignments. Let students experience the history around them in practice. Sociology studies and ponders the society and the people in the society with its unique angle of view. Among them, there are some vivid, interesting and profound theories, methods, which are introduced into the history teaching of senior high school in appropriate form. It is helpful for teachers to meet the requirements of curriculum standard, organize the teaching content reasonably and enhance the subject accomplishment. It has good effect on the attraction of students' attention, the improvement of learning interest and the expansion of thinking ability. But at the same time, the slow development of sociology and the confusion of theories and methods also cause some limitations for its application in history teaching. This pair of teachers choose, apply sociological theories, methods, and students accept and understand these theories, and the method creates a stand.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.51
本文編號：2313532
[Abstract]:With the prologue of the new curriculum reform in middle schools, it puts forward new challenges and requirements to the history teaching in senior high school. In view of the complicated content of history course, how to arouse students' interest in the course and guide them to explore the problem in the course of teaching, it is necessary for teachers to dig out and innovate the selection of teaching content while improving their teaching skills. In recent years, in the process of rapid social transformation, sociology has attracted more and more attention because of its unique perspective on social phenomena and social problems. "the stone of the mountain can attack the jade", this article combines the two, discusses the concrete method of applying the sociological theory and method to the history teaching in senior high school, and reflects on the positive effect and limitation in the process of application. Starting from the basic connotation of sociology, this paper gives a brief introduction to the research object of sociology, and on this basis, explains the theory and method of sociology. In view of the application of sociological theories and methods to the study of history teaching in senior high schools, this paper focuses on Max Weber's "Protestant Ethics and the Spirit of Capitalism", Fei Xiaotong's differential order pattern, and structured visits. After some understanding of specific sociological theories and methods, this paper focuses on how to apply the relevant theories and methods to the practice of history teaching. "Protestant Ethics and the Spirit of Capitalism" introduces the influence of culture on the economy. When talking about the required three-religion reform, we can ask Weber's question of "why capitalism only happens in the West" in the classroom, and at the end of the class, we will introduce Weber's explanation of the problem: the Protestantism that came into being after the religious reform. The ethical norms it follows have promoted the spirit of capitalism in the West, which has penetrated the classroom and caused students to think about it. The pattern of differential order is an interesting metaphor made by Mr. Fei Xiaotong to the social formation and interpersonal relationship in ancient China in his early years. In view of this theory, it is mainly used to assist students to master knowledge points. In the understanding of "small peasant economy", the tortuous course of modern China, and the "Needham" problem, the theory should be properly inserted to help students understand the ancient Chinese society. Structured access has a unified access outline. In the Yuelu version of the second compulsory course on "New changes in Daily Life since the Reform and opening up", students are asked to conduct structured visits in the community in the way of homework assignments. Let students experience the history around them in practice. Sociology studies and ponders the society and the people in the society with its unique angle of view. Among them, there are some vivid, interesting and profound theories, methods, which are introduced into the history teaching of senior high school in appropriate form. It is helpful for teachers to meet the requirements of curriculum standard, organize the teaching content reasonably and enhance the subject accomplishment. It has good effect on the attraction of students' attention, the improvement of learning interest and the expansion of thinking ability. But at the same time, the slow development of sociology and the confusion of theories and methods also cause some limitations for its application in history teaching. This pair of teachers choose, apply sociological theories, methods, and students accept and understand these theories, and the method creates a stand.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.51
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