本文關(guān)鍵詞：高中生歷史讀圖能力論析　出處：《東北師范大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

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【摘要】：新課程改革注重學(xué)生歷史學(xué)科能力的培養(yǎng),縱觀(guān)歷年高考,歷史讀圖類(lèi)的題型始終占有一定比例。所以在當(dāng)今中學(xué)歷史教學(xué)實(shí)踐中,注重培養(yǎng)學(xué)生的歷史讀圖能力顯得尤為必要。歷史教科書(shū)是中學(xué)歷史教學(xué)和學(xué)習(xí)的主要憑借,就現(xiàn)行的幾個(gè)主要版本高中歷史教科書(shū)而言,可按內(nèi)容、形式和性質(zhì)三個(gè)標(biāo)準(zhǔn)將歷史圖片分為不同的類(lèi)型。與普通圖片相比,歷史圖片具有歷史性、史料性、實(shí)用性的特點(diǎn)；與文字史料相比,歷史圖片則具有直觀(guān)形象、形式多樣、生動(dòng)活潑、有效性強(qiáng)、引人深思的特點(diǎn)。注重對(duì)學(xué)生歷史讀圖能力的培養(yǎng),不僅能夠提升學(xué)生的應(yīng)考能力,增強(qiáng)學(xué)生的歷史學(xué)科能力,而且有利于激發(fā)學(xué)生的學(xué)習(xí)興趣,進(jìn)而培育學(xué)生的人文素養(yǎng)。對(duì)歷史圖片的解讀需要由表及里、由內(nèi)而外相結(jié)合進(jìn)行層層分解,從而達(dá)到事半功倍的效果。具體要做到：首先,感知圖片直觀(guān)生動(dòng)的細(xì)節(jié)表象,對(duì)圖片整體反映的內(nèi)容做到心中有數(shù)；其次,提取圖片直接呈現(xiàn)的基本信息,全面掌握?qǐng)D片的組成元素；再次,挖掘圖片背后隱含的復(fù)雜內(nèi)涵,透過(guò)現(xiàn)象看本質(zhì)；最后,領(lǐng)會(huì)圖片背后所傳達(dá)的價(jià)值取向,升華情感。在實(shí)際的中學(xué)歷史教學(xué)中針對(duì)不同需要可采取以下三種方法：其一,典型圖片解讀示例法,對(duì)最為典型和權(quán)威又符合教學(xué)內(nèi)容的歷史圖片進(jìn)行解讀；其二,系列圖片解讀對(duì)比法,從橫向、縱向兩個(gè)維度進(jìn)行比較,得出結(jié)論；其三,圖文對(duì)照互證法,將圖片史料和文字史料相結(jié)合,探究歷史真相。
[Abstract]:The new curriculum reform pays attention to the training of the students' history ability. In the past years, the historical reading pattern has always taken a certain proportion. Therefore, in the current middle school history teaching practice, it is particularly necessary to pay attention to the cultivation of students' history reading ability. History textbook is the main strength of middle school history teaching and learning. For the current major versions of high school history textbooks, historical pictures can be classified into different types according to three standards of content, form and nature. Compared with ordinary pictures, historical pictures have the characteristics of historical, historical and practical. Compared with historical materials, historical pictures are intuitive, varied, lively, effective and thought-provoking. Paying attention to the training of students' ability of reading history can not only enhance students' ability to take exams, enhance their ability of historical subjects, but also stimulate students' interest in learning, so as to cultivate students' humanistic quality. Interpretation of historical pictures from the outside to the inside, from the inside to the combination of the layers of decomposition, so as to achieve a multiplier effect. To be specific: first of all, the perception of visual images vivid details of images reflect the overall appearance, be aware of the content; secondly, basic information extraction picture presented directly, fully grasp the elements of the picture; thirdly, mining complex connotation behind the picture, see the essence through the phenomenon; finally, understand the value orientation behind the picture conveys the sublimation of emotion. In the practice of history teaching in middle schools in different needs can take the following three ways: one is the typical example of image interpretation method, the most typical history and authority and in accordance with the teaching content of the picture; the picture series interpretation of comparative law, to draw conclusions from two dimensions: horizontal and vertical comparison; third by contrast, each method, the picture of historical data and historical text combination, explore the historical truth.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.51

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本文編號(hào)：1343045