高考?xì)v史新課標(biāo)全國卷第40題學(xué)科能力考查研究
發(fā)布時(shí)間：2019-04-20 10:34
【摘要】：上世紀(jì)90年代以來,高考?xì)v史開始重視歷史思維能力的考查,喚起了中學(xué)歷史教學(xué)的無限生機(jī)。21世紀(jì)初,新一輪的基礎(chǔ)教育課程改革啟動(dòng),人文素養(yǎng)成為歷史教育的核心。能力培養(yǎng)是人文素養(yǎng)的重要組成部分,也就成為了中學(xué)歷史教育的重要目標(biāo)。這一目標(biāo)之下,掌握歷史知識(shí)不再是歷史教學(xué)唯一和最終的目的,訓(xùn)練和掌握歷史學(xué)習(xí)的基本方法,培養(yǎng)歷史學(xué)科能力,從而進(jìn)一步提高人文素養(yǎng)得到了前所未有的重視。相應(yīng)地,新課標(biāo)歷史高考,在不放棄歷史知識(shí)檢測(cè)為根本的基礎(chǔ)上,更重視歷史學(xué)科能力的考查。在歷史課程標(biāo)準(zhǔn)指導(dǎo)下的高考命題,突出“能力主導(dǎo),素養(yǎng)立意”,成為近幾年全國各地高考?xì)v史試卷的一大特點(diǎn)。在命題思路上,運(yùn)用“新材料,新情景”,創(chuàng)設(shè)“新問題”,考查記憶力、觀察力、想象力及對(duì)比、分析、綜合、歸納、概括等基礎(chǔ)上的歷史閱讀、歷史理解、歷史解釋、歷史評(píng)價(jià)等各項(xiàng)學(xué)科能力,是能力考查的主要形式。從縱向上看,對(duì)能力的考查總體保持穩(wěn)定性、連貫性,但也出現(xiàn)細(xì)微的變化。深入分析近年來高考?xì)v史試題中各項(xiàng)能力的考查,把握命題特征和方向,可以指導(dǎo)中學(xué)歷史教學(xué)。因此,本文試圖以2011-2016年高考?xì)v史新課標(biāo)全國卷第40題為例,對(duì)近6年11道試題進(jìn)行全樣本研究,分析其命題的思路、技巧及核心能力要求,探究其縱向發(fā)展軌跡。文章內(nèi)容共四章:第一章為文章的緒論,主要闡述高考?xì)v史新課標(biāo)全國卷第40題學(xué)科能力研究的目的和意義,綜述近年來歷史學(xué)科能力研究和高考?xì)v史試卷研究的概況。第二章,歷史學(xué)科能力問題。深入到史學(xué)理論的層面,探究歷史研究需具備的能力與素養(yǎng),從而延伸至中學(xué)歷史教育,梳理歷史學(xué)科能力的類別與層次,分析高考指導(dǎo)性文件對(duì)能力的要求,為下一章的試題研究做理論鋪墊。第三章,對(duì)2011-2016年高考?xì)v史新課標(biāo)全國卷第40題進(jìn)行全樣本研究,分析近6年新課標(biāo)全國卷第40題中歷史學(xué)科能力的考查,及縱向發(fā)展變化和不足。第四章,對(duì)中學(xué)歷史教學(xué)教與學(xué)的啟示。在反思新課改的不足,分析課程改革走向的基礎(chǔ)上,從教與學(xué),兩個(gè)方面提出建議,合理處理好教與學(xué)的關(guān)系。
[Abstract]:Since 1990s, the history of college entrance examination began to attach importance to the examination of historical thinking ability, which aroused the infinite vitality of history teaching in middle schools. At the beginning of the 21st century, a new round of basic education curriculum reform started, humanistic literacy became the core of history education. Ability training is an important part of humanistic accomplishment, and has become an important goal of history education in middle schools. Under this goal, mastering history knowledge is no longer the sole and final purpose of history teaching. Training and mastering the basic method of history learning and cultivating history discipline ability have gained unprecedented attention in order to further improve the humanities accomplishment. Accordingly, the new curriculum standard history college entrance examination, on the basis of not giving up the history knowledge examination as the foundation, pays more attention to the history subject ability examination. Under the guidance of history curriculum standard, the proposition of college entrance examination, which emphasizes "ability-oriented and accomplishment-oriented", has become one of the major characteristics of the history examination paper of college entrance examination all over the country in recent years. In propositional thinking, using "new materials, new situations" to create "new problems", to examine memory, observation, imagination and contrast, analysis, synthesis, induction, generalization and other basis of historical reading, historical understanding, historical interpretation, and so on, on the basis of historical reading, historical understanding, historical interpretation, etc. Historical evaluation and other disciplines are the main form of ability examination. Longitudinally, the ability tests generally maintain stability, consistency, but also slight changes. An in-depth analysis of the various abilities in the history test questions of the college entrance examination in recent years, grasping the characteristics and directions of the proposition, can guide history teaching in middle schools. Therefore, this paper attempts to take item 40 of National New Curriculum Standard of National College entrance examination from 2011 to 2016 as an example, and makes a full sample study of 11 questions in the last six years, analyzes the ideas, skills and core competence requirements of its proposition, and probes into its longitudinal development track. This paper consists of four chapters: the first chapter is the introduction of the article, which mainly expounds the purpose and significance of the research on the subject ability of item 40 of the National New Curriculum Standard of the National College entrance examination, and summarizes the general situation of the research of the history subject ability and the history examination paper of the college entrance examination in recent years. The second chapter is about the ability of history discipline. Go deep into the historical theory level, explore the historical research needs to have the ability and accomplishment, thus extends to the middle school history education, combs the history discipline ability category and the level, analyzes the college entrance examination guidance document to the ability request, For the next chapter of the test questions to do the theoretical groundwork. In the third chapter, the author makes a full sample study on item 40 of National New Curriculum Standard of National College entrance examination from 2011 to 2016, and analyzes the examination of history subject ability in item 40 of National Standard of New Curriculum Standard in recent 6 years, as well as the change and deficiency of longitudinal development. The fourth chapter, the enlightenment to the middle school history teaching and learning. On the basis of reflecting on the deficiency of the new curriculum reform and analyzing the trend of the curriculum reform, this paper puts forward some suggestions from two aspects, namely, teaching and learning, so as to deal with the relationship between teaching and learning reasonably.
【學(xué)位授予單位】：西華師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.51
本文編號(hào)：2461526
[Abstract]:Since 1990s, the history of college entrance examination began to attach importance to the examination of historical thinking ability, which aroused the infinite vitality of history teaching in middle schools. At the beginning of the 21st century, a new round of basic education curriculum reform started, humanistic literacy became the core of history education. Ability training is an important part of humanistic accomplishment, and has become an important goal of history education in middle schools. Under this goal, mastering history knowledge is no longer the sole and final purpose of history teaching. Training and mastering the basic method of history learning and cultivating history discipline ability have gained unprecedented attention in order to further improve the humanities accomplishment. Accordingly, the new curriculum standard history college entrance examination, on the basis of not giving up the history knowledge examination as the foundation, pays more attention to the history subject ability examination. Under the guidance of history curriculum standard, the proposition of college entrance examination, which emphasizes "ability-oriented and accomplishment-oriented", has become one of the major characteristics of the history examination paper of college entrance examination all over the country in recent years. In propositional thinking, using "new materials, new situations" to create "new problems", to examine memory, observation, imagination and contrast, analysis, synthesis, induction, generalization and other basis of historical reading, historical understanding, historical interpretation, and so on, on the basis of historical reading, historical understanding, historical interpretation, etc. Historical evaluation and other disciplines are the main form of ability examination. Longitudinally, the ability tests generally maintain stability, consistency, but also slight changes. An in-depth analysis of the various abilities in the history test questions of the college entrance examination in recent years, grasping the characteristics and directions of the proposition, can guide history teaching in middle schools. Therefore, this paper attempts to take item 40 of National New Curriculum Standard of National College entrance examination from 2011 to 2016 as an example, and makes a full sample study of 11 questions in the last six years, analyzes the ideas, skills and core competence requirements of its proposition, and probes into its longitudinal development track. This paper consists of four chapters: the first chapter is the introduction of the article, which mainly expounds the purpose and significance of the research on the subject ability of item 40 of the National New Curriculum Standard of the National College entrance examination, and summarizes the general situation of the research of the history subject ability and the history examination paper of the college entrance examination in recent years. The second chapter is about the ability of history discipline. Go deep into the historical theory level, explore the historical research needs to have the ability and accomplishment, thus extends to the middle school history education, combs the history discipline ability category and the level, analyzes the college entrance examination guidance document to the ability request, For the next chapter of the test questions to do the theoretical groundwork. In the third chapter, the author makes a full sample study on item 40 of National New Curriculum Standard of National College entrance examination from 2011 to 2016, and analyzes the examination of history subject ability in item 40 of National Standard of New Curriculum Standard in recent 6 years, as well as the change and deficiency of longitudinal development. The fourth chapter, the enlightenment to the middle school history teaching and learning. On the basis of reflecting on the deficiency of the new curriculum reform and analyzing the trend of the curriculum reform, this paper puts forward some suggestions from two aspects, namely, teaching and learning, so as to deal with the relationship between teaching and learning reasonably.
【學(xué)位授予單位】：西華師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.51
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