【摘要】：社會生活史研究以“人”為中心,關(guān)注民眾生活的整體面貌,確立了自下而上看歷史的視角,從研究范圍、研究方法、研究證據(jù)等諸多方面推進了史學(xué)的發(fā)展,是近年來史學(xué)研究的后起之秀。在中學(xué)教學(xué)中增加社會生活史內(nèi)容,不僅可以打破以往中學(xué)歷史教學(xué)中政治、經(jīng)濟、文化三分天下帶給學(xué)生的對歷史過往的疏離感,也可幫助學(xué)生了解歷史上中華民族的繁衍生息、性格心理,還原給學(xué)生一個有血有肉、生動立體的歷史,增加學(xué)生對祖先生活和民族歷史的歸屬感和認(rèn)同感,促進學(xué)生歷史核心素養(yǎng)的發(fā)展。研究視角的轉(zhuǎn)變使得數(shù)量眾多、類型豐富的社會生活史史料進入史學(xué)研究視野,此外近年來在歷史學(xué)界諸位前輩的靜心鉆研下,涌現(xiàn)出大量社會生活史著作和論文,史料范圍的拓展、研究成果的豐碩為高中社會生活史教學(xué)提供了豐富、生動、細致的歷史證據(jù)。正因為如此,許多中學(xué)教師在進行社會生活史教學(xué)之時,深感史料繁多、細碎,如何合理的選擇和運用社會生活史史料成為社會生活史教學(xué)的關(guān)鍵一環(huán)。本文主要采用文獻研究法、行動研究法、訪談法、經(jīng)驗總結(jié)法等研究方法,首先以人教版高中歷史教材以例,分析了人教版高中歷史教科書中社會生活史史料的設(shè)置合理與否,認(rèn)為教材應(yīng)適當(dāng)增加社會生活史內(nèi)容,并改善教材附帶史料的數(shù)量與質(zhì)量。筆者通過訪談?wù){(diào)查了武漢中學(xué)和河南省靈寶一高的11位一線歷史教師,發(fā)現(xiàn)部分教師不注重引導(dǎo)學(xué)生對史料及史料作用形成整體認(rèn)知,在社會生活史教學(xué)中不能合理的選取和運用社會生活史史料,不重視社會生活史教學(xué),個人專業(yè)素質(zhì)有待提高。針對高中社會生活史教學(xué)中史料選取的現(xiàn)狀,嘗試提出改進建議,歷史教師首先要引導(dǎo)學(xué)生對史料形成合理的認(rèn)知,其次應(yīng)該合理準(zhǔn)確地選擇社會生活史史料,第三要學(xué)會要恰當(dāng)充分地運用社會生活史史料,第四是要轉(zhuǎn)變教學(xué)觀念重視社會生活史教學(xué),最后一線歷史教師應(yīng)嚴(yán)于律己,著眼于終身發(fā)展,不斷提高自身專業(yè)素質(zhì)。最后以人教版必修Ⅱ《物質(zhì)生活與習(xí)俗的變遷》一課為例做一個教學(xué)設(shè)計,結(jié)合實踐反思不足。
[Abstract]:The study of social life history focuses on "people", pays attention to the overall appearance of people's life, establishes a bottom-up view of history, and advances the development of historiography in many aspects, such as research scope, research methods, research evidence, and so on. In recent years is a rising star in the study of historiography. Adding the content of social life history in the teaching of middle schools can not only break the sense of alienation from the historical past brought to students by the three aspects of politics, economy and culture in the history teaching of middle schools in the past. It can also help students understand the reproduction and growth of the Chinese nation in history, their personality psychology, and restore a vivid and three-dimensional history to students, thus increasing their sense of belonging and identity to the life of their ancestors and the history of their nation. To promote the development of students' historical core accomplishment. The change in the perspective of research has brought a large number of rich historical materials of social life history into the field of historical research. In addition, in recent years, with the meditation of all the predecessors in the field of history, a large number of books and papers on the history of social life have sprung up. The expansion of historical materials and the fruitful research results provide rich, vivid and meticulous historical evidence for the teaching of social life history in senior high school. Because of this, many middle school teachers in the teaching of social life history, feel a great deal of historical materials, how to choose and use the social life history materials become the key link of social life history teaching. This article mainly uses the literature research method, the action research method, the interview method, the experience summary method and so on research method. Firstly, taking the personal education edition high school history textbook as an example, it analyzes whether the setting of the social life history data in the personal education edition senior high school history textbook is reasonable or not. It is suggested that the content of social life history should be increased and the quantity and quality of historical materials should be improved. The author investigated 11 first-line history teachers in Wuhan Middle School and Lingbao YiGao in Henan Province, and found that some teachers did not pay attention to guiding students to form the overall cognition of historical materials and historical materials. The history of social life cannot be reasonably selected and used in the teaching of social life history, and the teaching of social life history should not be paid attention to, and the personal professional quality needs to be improved. In view of the present situation of selecting historical materials in the teaching of social life history in senior high school, this paper tries to put forward some suggestions for improvement. Firstly, history teachers should guide students to form a reasonable cognition of historical materials, and secondly, they should select the historical materials of social life history reasonably and accurately. The third is to learn to make full use of the historical data of social life, the fourth is to change the teaching concept and attach importance to the teaching of social life history. Finally, history teachers should be strict with discipline, focus on lifelong development, and constantly improve their own professional quality. Finally, taking the compulsory course 鈪，

本文編號：2337455