【摘要】：時(shí)間是歷史的眼睛,是研習(xí)歷史不可或缺的要素。關(guān)注歷史時(shí)間的歷史時(shí)序思維是一項(xiàng)重要的學(xué)科思維,是歷史理解和歷史分析的基礎(chǔ)和前提。隨著課程改革的推進(jìn),注重學(xué)科素養(yǎng)的時(shí)代已經(jīng)拉開(kāi)大幕�！陡咧袣v史課程標(biāo)準(zhǔn)》(征求意見(jiàn)稿),明確將時(shí)空觀念置于五大核心素養(yǎng)之中,作為新的課程目標(biāo)。這意味著,對(duì)學(xué)生的時(shí)間素養(yǎng)要求進(jìn)一步提高。為此,在中學(xué)歷史教學(xué)中關(guān)注學(xué)生時(shí)序思維的培養(yǎng),落實(shí)時(shí)間素養(yǎng)的要求,顯得尤為必要。本文以中學(xué)歷史教學(xué)中時(shí)序思維的培養(yǎng)為研究對(duì)象,在相關(guān)教育理論關(guān)照下探討了歷史教學(xué)中時(shí)序思維的內(nèi)涵,將其定義為:了解機(jī)械的計(jì)時(shí)制度及運(yùn)用相關(guān)時(shí)間用語(yǔ),進(jìn)而能將歷史事件依據(jù)時(shí)間先后順序建立架構(gòu),并在架構(gòu)中了解人地事物,理解歷史之間的因果聯(lián)系,理解歷史的延續(xù)與變遷等問(wèn)題的個(gè)性行為與心理特征。研究了歷史時(shí)序思維的要素與目標(biāo)層次:形式上分為態(tài)度與能力兩個(gè)層次;從內(nèi)容上劃分,第一層次是了解機(jī)械的計(jì)時(shí)制度及運(yùn)用相關(guān)時(shí)間用語(yǔ);第二層次即將歷史事件依據(jù)時(shí)間先后順序建立架構(gòu),并在架構(gòu)中了解人地事物,理解歷史知識(shí)建構(gòu)的本質(zhì)。在此基礎(chǔ)上,本文從歷史學(xué)科、國(guó)內(nèi)基礎(chǔ)教育歷史課程改革、國(guó)外課改經(jīng)驗(yàn)三大視角論述了歷史時(shí)序思維的培養(yǎng)意義。為了研究目前中學(xué)生時(shí)序思維的水平,以及教師培養(yǎng)工作的狀況,筆者選取了江蘇省揚(yáng)州市S中學(xué)為調(diào)研點(diǎn),通過(guò)問(wèn)卷調(diào)查、能力測(cè)試及課堂觀察等方法獲取相關(guān)信息。通過(guò)調(diào)查發(fā)現(xiàn),從總體上看,中學(xué)生時(shí)序思維意識(shí)比較薄弱,在各項(xiàng)具體的時(shí)序思維能力上發(fā)展不均衡;教師對(duì)時(shí)序思維缺乏科學(xué)的認(rèn)識(shí),不能依據(jù)學(xué)生身心特點(diǎn),有層次地確定相應(yīng)培養(yǎng)目標(biāo),對(duì)學(xué)生時(shí)序思維的訓(xùn)練不成體系。筆者通過(guò)分析、研究得出,這些問(wèn)題的出現(xiàn),主要是由中學(xué)生個(gè)體的認(rèn)知特點(diǎn)與知識(shí)儲(chǔ)備、教師素質(zhì)、課程內(nèi)容、教育環(huán)境等多種因素綜合作用所致。培養(yǎng)中學(xué)生歷史時(shí)序思維,提高其歷史素養(yǎng),應(yīng)該從以下幾方面著手:一是把握培養(yǎng)時(shí)序思維的前提條件,如教師樹(shù)立正確的歷史時(shí)間觀念、提高挖掘與整合教材的能力等;二是遵循時(shí)序思維培養(yǎng)的原則;三是掌握時(shí)序思維培養(yǎng)的方法和途徑,注意匹配其目標(biāo)層次,從知識(shí)積累到思維深化逐步推進(jìn),并適當(dāng)創(chuàng)新教學(xué)形式,輔之以精心設(shè)計(jì)的主題教學(xué)活動(dòng),幫助學(xué)生拓展延伸。
[Abstract]:Time is the eye of history and an indispensable element in studying history. It is an important discipline thinking to pay attention to the historical time sequence thinking, which is the foundation and premise of historical understanding and historical analysis. With the advancement of curriculum reform, the era of attaching importance to subject literacy has already opened. The History Curriculum Standard of Senior High School (draft for comments) clearly puts the concept of time and space among the five core qualities as the new curriculum goal. This means that students' time literacy requirements are further improved. Therefore, it is particularly necessary to pay attention to the cultivation of students' temporal thinking and to fulfill the requirements of time accomplishment in history teaching in middle schools. Taking the cultivation of sequential thinking in history teaching in middle school as the research object, this paper discusses the connotation of sequential thinking in history teaching under the care of relevant educational theories, and defines it as understanding the timing system of machinery and using relevant temporal terms. Then we can establish the structure of historical events according to the order of time, and understand the human and land things in the framework, understand the causal relationship between history, understand the continuity and change of history, and understand the personality behavior and psychological characteristics of the problems, such as the continuity and change of history and so on. This paper studies the elements and target levels of historical time series thinking: formally divided into two levels: attitude and ability, the first level is to understand the timing system of machinery and to use relevant time terms from the content. The second level is to establish the structure of historical events according to the order of time, and to understand the human and earth things and the essence of historical knowledge construction in the framework. On this basis, this paper discusses the significance of the cultivation of historical sequential thinking from the perspectives of history subject, history curriculum reform of basic education in China and the experience of foreign curriculum reform. In order to study the level of temporal thinking of middle school students and the status of teacher training, the author selected S Middle School in Yangzhou City, Jiangsu Province as the research point, and obtained the relevant information by questionnaire, ability test and classroom observation. Through the investigation, it is found that, on the whole, the consciousness of timing thinking of middle school students is relatively weak, and the development of each specific time sequence thinking ability is not balanced; Teachers lack scientific understanding of sequential thinking, can not be based on the characteristics of students' body and mind, can not determine the corresponding training goals in a hierarchical way, and the training of students' sequential thinking is not systematic. Through analysis and research, the author concludes that the emergence of these problems is mainly caused by the comprehensive effects of the cognitive characteristics and knowledge reserve, teachers' quality, curriculum content, educational environment and other factors of middle school students. In order to cultivate students' historical time sequence thinking and improve their historical accomplishment, we should start from the following aspects: first, we should grasp the preconditions of cultivating sequential thinking, such as teachers should set up correct concept of historical time, improve their ability to excavate and integrate teaching materials, etc. The second is to follow the training principle of sequential thinking; Third, we should master the methods and approaches of training sequential thinking, pay attention to matching its target levels, gradually advance from the accumulation of knowledge to the deepening of thinking, and appropriately innovate the teaching form, with carefully designed thematic teaching activities to help students expand and extend.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.51

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 王雄;;歷史素養(yǎng)的評(píng)估與教學(xué)建議——以揚(yáng)州中學(xué)高一學(xué)生中國(guó)近代經(jīng)濟(jì)史文本學(xué)習(xí)為例[J];歷史教學(xué)(上半月刊);2016年09期

2 王德民;趙玉潔;;要素遴選與層次細(xì)化:歷史核心素養(yǎng)體系構(gòu)建探討[J];歷史教學(xué)(上半月刊);2016年09期

3 孫立田;任世江;;論歷史思維能力分類體系[J];歷史教學(xué)(上半月刊);2014年06期

4 趙士祥;;神入歷史與時(shí)序思維能力培養(yǎng)的教學(xué)探討[J];歷史教學(xué)(上半月刊);2013年06期

5 王德民;;對(duì)《義務(wù)教育歷史課程標(biāo)準(zhǔn)》(修訂版)若干問(wèn)題的反思——以美國(guó)《歷史科國(guó)家課程標(biāo)準(zhǔn)》為參照[J];現(xiàn)代基礎(chǔ)教育研究;2013年01期

6 陳新;;近10年西方史學(xué)理論界有關(guān)歷史時(shí)間的討論——兼評(píng)《關(guān)于時(shí)間的新形而上學(xué)》[J];江海學(xué)刊;2013年01期

7 姚錦祥;沈曉娜;;從科舉制評(píng)價(jià)題談多時(shí)段認(rèn)識(shí)歷史問(wèn)題的教學(xué)策略[J];歷史教學(xué)(中學(xué)版);2012年08期

8 徐藍(lán);;遵循歷史學(xué)科時(shí)序性 凸顯歷史發(fā)展主線——?dú)v史課程標(biāo)準(zhǔn)修訂解讀[J];基礎(chǔ)教育課程;2012年Z1期

9 馬曙慧;;歷史之“時(shí)”:談時(shí)間思維能力的培養(yǎng)[J];課程·教材·教法;2012年02期

10 何成剛;沈?yàn)榛?陳偉壁;;歷史教學(xué)中時(shí)序觀念的培養(yǎng)[J];歷史教學(xué)(中學(xué)版);2012年01期

相關(guān)碩士學(xué)位論文 前3條

1 吳曉潔;試論高中生歷史時(shí)序思維的培養(yǎng)[D];延安大學(xué);2015年

2 常萍;中美初中歷史時(shí)序思維教學(xué)的比較研究[D];河北師范大學(xué);2015年

3 韓悅琦;初中歷史課程時(shí)序意識(shí)的加強(qiáng)及其對(duì)教學(xué)的要求[D];南京師范大學(xué);2014年

，

本文編號(hào)：2429200