【摘要】：歷史跨學科命題是指命題者在堅持歷史學科主體地位的前提下,綜合其他學科的相關知識和研究方法,命制出跨學科的綜合題,以考查學生的綜合能力、多學科的視角以及開放性的思維方式。高考歷史跨學科命題主要包括單一學科交叉命題和多學科交叉綜合命題兩種類型。目前,就高考歷史江蘇卷而言,跨學科命題的趨勢已經(jīng)漸趨明顯,主要表現(xiàn)在跨學科命題所占分值總體呈現(xiàn)遞增趨勢,所跨學科類別不斷增多,從傳統(tǒng)相關學科向其他學科轉變,跨學科試題的題型也由最初的單一學科交叉向多學科交叉轉變。高考歷史跨學科命題本身有著深厚的心理學和教育心理學的理論基礎,它適應了學生發(fā)展創(chuàng)造性思維和發(fā)散性思維的需要,也是學生知識遷移的一種重要表現(xiàn),同時還體現(xiàn)出現(xiàn)代教育的建構主義學習理論。此外高考歷史呈現(xiàn)跨學科命題趨勢與歷史學科本身的廣博性的特點分不開,與國內(nèi)外課程綜合化改革的趨勢分不開,與21世紀以來高考模式改革和高考命題改革的要求分不開。然而,深入教學第一線開展調(diào)查,不難發(fā)現(xiàn)師生在應對高考歷史跨學科試題和進行跨學科教學時還存在著許多問題,主要集中在師生缺乏跨學科教學的意識,教師雖然覺得跨學科教學有必要,但卻不知道如何實施,學生在應對跨學科試題時容易脫離歷史學科主體地位等等。因此,在應對跨學科試題和開展跨學科教學時,教師應該轉變觀念,樹立跨學科教學意識,努力構建多元化知識結構,提高自我的智能素質(zhì),同時教師之間還可以建立跨學科綜合教學共同體,取長補短、優(yōu)勢互補。而學生應轉變自我的學習觀念,不斷的積累豐富相關學科的基礎知識,做到知識的正遷移,同時學會打破單科思維模式,綜合思考問題,此外,在解答跨學科試題時,切忌脫離歷史學科主體地位,應緊密聯(lián)系當時的歷史時代特征�？傊�,由于課程改革、教學改革及高考改革是三位一體的良性互動關系,他們之間相互作用,彼此影響。但是如果課程改革走在前,高考改革滯于后,那么再好的改革理念也會受制于高考制度。因此,研究、探索“跨學科教育——跨學科教學——跨學科命題”的一體化設計顯得尤為重要。
[Abstract]:Historical interdisciplinary propositions refer to the propositions, on the premise of insisting on the subject status of historical subjects, synthesizing the relevant knowledge and research methods of other disciplines, and ordering them to produce interdisciplinary comprehensive problems in order to test the students' comprehensive ability. A multidisciplinary perspective and an open way of thinking. The history interdisciplinary proposition of college entrance examination mainly includes two types: single subject cross proposition and multi-subject cross-comprehensive proposition. At present, as far as the historical Jiangsu volume of college entrance examination is concerned, the trend of interdisciplinary proposition has gradually become obvious, mainly reflected in the overall increasing trend of the score of interdisciplinary proposition, and the increasing number of interdisciplinary categories. From traditional related disciplines to other disciplines, the problem types of cross-disciplinary examination questions have also changed from the original single subject cross to multi-disciplinary cross-discipline. The interdisciplinary proposition of the history of college entrance examination itself has a profound theoretical basis of psychology and educational psychology. It meets the needs of students' development of creative thinking and divergent thinking, and it is also an important manifestation of students' knowledge transfer. At the same time, it also embodies the constructivism learning theory of modern education. In addition, the history of college entrance examination presents the trend of interdisciplinary proposition and the broad character of history subject itself, which is inseparable from the trend of comprehensive curriculum reform at home and abroad, and from the requirements of the reform of the college entrance examination model and the reform of the college entrance examination proposition since the 21st century. However, it is not difficult to find that teachers and students still have many problems in dealing with the cross-disciplinary examination questions in the history of college entrance examination and in carrying out interdisciplinary teaching, mainly focusing on the lack of awareness of cross-disciplinary teaching among teachers and students. Although teachers think that interdisciplinary teaching is necessary, they do not know how to implement it. Therefore, when dealing with interdisciplinary test questions and carrying out interdisciplinary teaching, teachers should change their ideas, set up interdisciplinary teaching consciousness, strive to construct diversified knowledge structure, and improve their own intelligence quality. At the same time, teachers can also establish a cross-disciplinary comprehensive teaching community, learn from each other, complementary advantages. Students should change their self-concept of learning, accumulate and enrich the basic knowledge of relevant disciplines, achieve the positive transfer of knowledge, and learn to break the mode of thinking in one subject and think comprehensively. In addition, when solving cross-disciplinary test questions, Avoid from the subject of history status, should be closely linked to the characteristics of the historical era. In a word, because of curriculum reform, teaching reform and college entrance examination reform, they interact and influence each other. But if the curriculum reform goes ahead and the college entrance examination reform lags behind, then the best idea of reform will be subject to the college entrance examination system. Therefore, it is particularly important to study and explore the integrated design of "interdisciplinary education-interdisciplinary teaching-interdisciplinary proposition".
【學位授予單位】：揚州大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.51

【參考文獻】

相關期刊論文 前10條

1 蔣大椿,李洪巖;史學中的跨學科方法研究概述[J];史學理論研究;1992年01期

2 趙建群;當代史學與跨學科研究[J];江海學刊;1998年06期

3 劉仲林;交叉科學時代的交叉研究[J];科學學研究;1993年02期

4 汪凌;法國基礎教育課程改革的啟示[J];上海教育;2003年21期

5 楊蓉;試論歷史與其它學科的滲透教學[J];四川教育學院學報;2001年12期

6 李麗樺;發(fā)現(xiàn)之路——法國初中的跨學科學習[J];上海教育科研;2003年10期

7 陳偉國;高中歷史與相關學科滲透命題例談[J];中學歷史教學參考;2000年01期

8 馮一下;高考試題的綜合化趨勢與歷史教學對策(下)[J];中學歷史教學參考;2001年01期

9 馮一下;淺說文科綜合能力測試的重點[J];中學歷史教學參考;2002年06期

10 馮一下 ,文章明;關于文科綜合試題設計的對話[J];中學歷史教學參考;2003年03期

相關博士學位論文 前1條

1 李佳敏;跨界與融合[D];華東師范大學;2014年

相關碩士學位論文 前4條

1 梁玉笑;歷史高考命題綜合化及高中歷史課改應對舉措[D];福建師范大學;2013年

2 肖和平;高中歷史跨學科滲透教學若干問題研究[D];福建師范大學;2013年

3 支廣正;新課程背景下高中歷史教師跨學科學習及實踐初探[D];河北師范大學;2012年

4 單力麗;略論歷史教學中的學科交叉與融合[D];華東師范大學;2010年

，

本文編號：2319762