本文選題：高中 + 歷史教學(xué)　； 參考：《渤海大學(xué)》2015年碩士論文

【摘要】：將史料引入高中歷史教學(xué),使其作為一種知識(shí)媒介把歷史教學(xué)和歷史知識(shí)串聯(lián)起來(lái),是幫助完成高中歷史教育教學(xué)任務(wù)與教學(xué)目標(biāo)的一種重要途徑。教師在歷史課堂中應(yīng)用史料來(lái)輔助教學(xué)更能彰顯歷史課堂的原汁原味,也更能讓學(xué)生參與其中,從而在一定程度上豐富了歷史課堂的教學(xué)方法和學(xué)習(xí)方式。本文運(yùn)用文獻(xiàn)研究法、比較分析法、課堂案例分析法,并通過(guò)實(shí)踐驗(yàn)證,論述了史料應(yīng)用過(guò)程中普遍存在的問(wèn)題。其主要問(wèn)題有,應(yīng)用的史料缺乏針對(duì)性、準(zhǔn)確性和真實(shí)性;教師在教學(xué)時(shí)不愿意應(yīng)用史料;有時(shí)史料的解讀也過(guò)于粗略膚淺。所以本文針對(duì)史料應(yīng)用存在的問(wèn)題,分析了在歷史教學(xué)過(guò)程中,大環(huán)境背景以及教師自身都存在著不利于史料應(yīng)用的因素。在其中發(fā)現(xiàn),如今高中歷史教學(xué)還是擺脫不掉應(yīng)試的影子,史料應(yīng)用難以廣泛推行;歷史學(xué)科地位不高,教師與學(xué)生都不太重視;教師的專業(yè)水平還不夠等因素都會(huì)妨礙史料在歷史課堂中的應(yīng)用。針對(duì)應(yīng)用中存在的問(wèn)題,筆者分別從史料前期的準(zhǔn)備和史料應(yīng)用的方法,兩大方面對(duì)問(wèn)題提出了一些建設(shè)性的意見(jiàn)。在準(zhǔn)備史料的過(guò)程中教師應(yīng)該選擇來(lái)源更準(zhǔn)確,形式更多樣的史料作為教學(xué)史料,在應(yīng)用史料的過(guò)程中也要更細(xì)心地為學(xué)生服務(wù),更用心地為教學(xué)添色�？傊�,在高中教學(xué)中應(yīng)用史料是一種非常有效的教學(xué)途徑,它不僅可以培養(yǎng)學(xué)生形成“論從史出”的歷史思維體系,也可豐富現(xiàn)如今呆板沉悶的歷史課堂。而針對(duì)現(xiàn)存的教學(xué)問(wèn)題,我們教育者首先需要做的是要改變自身態(tài)度,再要提升自己的知識(shí)底蘊(yùn)與教學(xué)技能。才能更好地帶動(dòng)史料在一線教學(xué)中的應(yīng)用,同時(shí)也相信史料的應(yīng)用會(huì)為歷史教學(xué)開(kāi)創(chuàng)一片新的天地。
[Abstract]:It is an important way to introduce historical data into history teaching in senior high school and to connect history teaching with history knowledge as a medium of knowledge. It is an important way to help to complete the teaching task and teaching goal of history education in senior high school. Teachers' application of historical materials to assist teaching in history classroom can show the original taste of history classroom and enable students to participate in it, thus enriching the teaching methods and learning methods of history classroom to a certain extent. This paper uses the methods of literature research, comparative analysis, classroom case analysis, and through practical verification, discusses the common problems in the application of historical materials. The main problems are the lack of pertinence, accuracy and authenticity of the historical data used, the reluctance of teachers to apply historical data in teaching, and sometimes the interpretation of historical data is too rough and superficial. Therefore, in view of the problems existing in the application of historical materials, this paper analyzes the factors that are not conducive to the application of historical materials in the process of history teaching. It is found that the history teaching in senior high school is still unable to get rid of the shadow of examination-oriented, the application of historical materials is difficult to carry out widely, the status of history is not high, teachers and students do not attach much importance to it. Teachers' professional level is not enough and other factors will hinder the application of historical materials in history classroom. In view of the problems existing in the application, the author puts forward some constructive suggestions on the problems from the preparation of the early historical data and the methods of the application of the historical data. In the process of preparing historical materials, teachers should choose more accurate sources and more diverse forms of historical materials as teaching historical materials, and in the process of applying historical materials, they should also serve students more carefully and add color to teaching more attentively. In short, the application of historical materials in high school teaching is a very effective teaching approach. It can not only train students to form a historical thinking system of "theory from history", but also enrich the dull history classroom nowadays. In view of the existing teaching problems, the first thing we educators need to do is to change their attitude, and then to improve their knowledge and teaching skills. It is believed that the application of historical data will create a new field for history teaching.
【學(xué)位授予單位】：渤海大學(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)：1839351