本文關(guān)鍵詞：在高三二輪復(fù)習(xí)中完成史學(xué)新范式教學(xué)的實(shí)踐探索　出處：《華中師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：隨著中小學(xué)課改的深入推進(jìn),目前的中學(xué)歷史教學(xué)中尤其是高中歷史教學(xué)中,對(duì)史學(xué)前沿的引入越來越普遍,從而對(duì)教師的教和學(xué)生的學(xué)都提出了更高的要求,尤其是史學(xué)新范式的應(yīng)用更是隨處可見,從課標(biāo)要求、教材編寫到高考試題,都能見到,但是如何在教學(xué)中把握史學(xué)新范式,如何讓學(xué)生更好地理解史學(xué)新范式并能熟練運(yùn)用,一直困擾著一線教學(xué)。盡管史學(xué)界關(guān)于史學(xué)新范式的相關(guān)理論研究已經(jīng)比較豐富,其在高中歷史教學(xué)中的重要性也日益為廣大一線教師所重視,但是如何在教學(xué)實(shí)踐中完成這一教學(xué)目標(biāo),更多的是一線老師自我摸索。當(dāng)然我們也能看到部分關(guān)于如何在一線教學(xué)中應(yīng)用史學(xué)新范式的宏觀研究,只是目前少見在具體教學(xué)中如何組織教學(xué)、達(dá)成這一教學(xué)目標(biāo)的實(shí)用性研究,因此,本文試圖以高三二輪復(fù)習(xí)中《世界資本主義經(jīng)濟(jì)政策的調(diào)整》這一專題為載體進(jìn)行實(shí)施,期冀能探索出一條可操作性較強(qiáng)的辦法。由于這部分知識(shí)理論屬性較高,一方面,多年來的教學(xué)慣性,使得大部分中學(xué)一線教師對(duì)史學(xué)前沿關(guān)注度不夠,從而不太能很好掌握相關(guān)理論,另一方面也造成學(xué)生學(xué)習(xí)起來比較困難,使得老師在教學(xué)設(shè)計(jì)中很難把握。因此,本研究是以史學(xué)新范式為中心目標(biāo),立足一線教學(xué)實(shí)踐,通過問卷調(diào)查和分析,找出學(xué)生在相關(guān)知識(shí)點(diǎn)的薄弱環(huán)節(jié),再進(jìn)行有針對(duì)性的教學(xué)設(shè)計(jì)。又因該內(nèi)容涉及的知識(shí)點(diǎn)相對(duì)龐雜,而且講求“縱橫”聯(lián)系,所以對(duì)學(xué)生能力要求較高,在新授課時(shí)進(jìn)行系統(tǒng)講授難度較大,故筆者選擇在高三復(fù)習(xí)課中進(jìn)行嘗試,而又由于一輪復(fù)習(xí)講求基礎(chǔ),二輪才重聯(lián)系和提高,所以選擇在二輪復(fù)習(xí)時(shí)進(jìn)行實(shí)踐。在高三二輪復(fù)習(xí)中,選擇以《世界資本主義經(jīng)濟(jì)政策的調(diào)整》這一專題為載體進(jìn)行實(shí)施,課后對(duì)學(xué)生進(jìn)行再次問卷調(diào)查,對(duì)比分析講前、講后數(shù)據(jù),進(jìn)行總結(jié)反饋,從而評(píng)估教學(xué)效果,依據(jù)學(xué)生反饋進(jìn)行教學(xué)反思,探索在高三歷史二輪復(fù)習(xí)中完成史學(xué)新范式這一教學(xué)內(nèi)容的可操作性,希望通過本研究給大家提供一點(diǎn)借鑒,并以此為基礎(chǔ)進(jìn)一步探討高中歷史教學(xué)中完成史學(xué)新范式這一教學(xué)內(nèi)容甚至是其他史學(xué)理論的具體操作方案。
[Abstract]:With the deepening of the curriculum reform in primary and secondary schools, the introduction of the frontier of historiography is becoming more and more common in the history teaching in middle schools, especially in the history teaching in senior high schools, which puts forward higher requirements for both teachers and students. In particular, the application of the new paradigm of historiography can be seen everywhere, from the requirements of curriculum standards, the compilation of teaching materials to the college entrance examination questions, but how to grasp the new paradigm of historiography in teaching. How to make students better understand the new paradigm of historiography and be able to use it skillfully has been puzzling the front-line teaching, although the relevant theoretical research on the new paradigm of historiography has been relatively rich. Its importance in senior high school history teaching has been paid more and more attention by teachers, but how to complete this teaching goal in teaching practice. Of course, we can also see part of the macro-research on how to apply the new paradigm of historiography in front-line teaching, but at present, how to organize teaching in specific teaching is rare. Therefore, this paper attempts to carry out the topic of "Adjustment of World capitalist Economic Policy" in the review of the second round of Senior three. Hope to explore a more operable method. As this part of the knowledge theory attributes are high, on the one hand, the teaching inertia over the years, make most of the teachers in the forefront of history is not enough attention. On the other hand, it also makes it difficult for students to learn, and makes it difficult for teachers to grasp in teaching design. Therefore, this study is focused on the new paradigm of historiography. Based on the first-line teaching practice, through the questionnaire survey and analysis, find out the weak links of the students in the relevant knowledge points, and then carry out targeted teaching design. And stress "vertical and horizontal" contact, so the students' ability requirements are higher, in the new teaching system teaching is difficult, so I choose to try in the third year of review, and because of a round of review emphasis on the basis. In the second round of senior high school review, we choose to carry out practice with the theme of "Adjustment of World capitalist Economic Policy" as the carrier. After class, the students are surveyed again, and the data before and after the lecture are compared and analyzed, so as to evaluate the teaching effect and reflect on the teaching according to the students' feedback. To explore the feasibility of completing the new paradigm of historiography in the review of the second round of senior high school history, I hope to provide a little reference through this study. On the basis of this, the author further discusses how to complete the new paradigm of historiography in senior high school history teaching, even the concrete operation scheme of other historiography theories.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.51

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本文編號(hào)：1401094