本文關鍵詞： 高考試題 社會史觀 量化分析　出處：《華中師范大學》2015年碩士論文　論文類型：學位論文

【摘要】：隨著新課改的推進,多種新史觀開始滲透于教材編寫和高考試題命制。社會史觀也作為一種新史觀逐漸被得到關注。社會史觀主要是指從社會的角度觀察歷史,注重社會問題。它認為,社會問題應該和政治、經濟、軍事、文化問題一樣,也是史學的研究對象。人們開始把眼光轉向“小人物”,轉向與我們生活息息相關的歷史。它主要包括社會生活史、婚姻史、習俗史、城市史、社會保障史等。這些問題從微觀角度真實反映著政治、經濟、文化問題,而且和我們的現(xiàn)實生活緊密聯(lián)系。所以,社會史觀成為了新課改背景下全新的選材方向和高考命題視角。新課改之后,老師也開始關注新史觀,開始把新的教學理念和史學前沿成果滲透到歷史課堂上。但是,大家對于社會史觀的關注處于一個邊緣化的狀態(tài)。很多學者對社會史觀的教學研究,側重于概念研究、理論研究、個案研究,而缺乏具體的量化研究。在近五年的高考命題中,對社會史觀的考查力度也越來越大。但是在中學歷史教學中,老師和同學并沒有對這一史觀有太多的重視。鑒于此,本文試圖在課程教學和社會史觀理論支持的基礎上,通過量化分析的方法,統(tǒng)計分析近五年來全國各地高考對社會史觀的考查方式、考查頻率及社會史觀知識點分布的特點,歸納總結高考對社會史觀命題的規(guī)律,一方面引起教師和學生對社會史觀的重視,另一方面從教學及高考兩方面對社會史觀的教學提出切實可行的建議。本文通過對近五年70套高考試題量化分析發(fā)現(xiàn),高考試題考查社會史觀的形式以選擇題和主觀題為主,整體上來看,地方卷考查社會史觀的頻率更高,全國卷更加關注社會熱點。在知識點方面?zhèn)戎乜疾樯鐣钍�、家庭婚姻史和社會熱點問題。而關于社會史觀的史料類型也是來源多樣化、形式多樣化。由此,本文針對中學的史觀教學提出一點切實可行的建議：在常規(guī)教學中讓生活走進歷史,培養(yǎng)學生關注社會問題的意識,老師多關注史學前沿問題；在復習備考中,老師應整合社會史觀的教材,密切關注社會轉型問題和社會熱點問題,拓展學生的歷史思維,讓學生從社會史觀分析各種社會熱點問題。
[Abstract]:With the development of the new curriculum reform, many new historical views have begun to permeate the compilation of teaching materials and the system of examination questions in the college entrance examination. As a new historical view, the social historical view has gradually been paid attention to. The social historical view mainly refers to the observation of history from the perspective of society. Focus on social issues. It believes that social problems should be like political, economic, military, cultural issues, but also the object of historical research. People began to turn their eyes to "little people". It mainly includes social life history, marriage history, custom history, urban history, social security history and so on. These problems reflect the political, economic and cultural problems from the micro perspective. And it is closely related to our real life. Therefore, the social history view has become the new choice direction and the college entrance examination proposition angle of view under the new curriculum reform background. After the new curriculum reform, the teacher also began to pay attention to the new historical view. Begin to infiltrate the new teaching idea and the frontier achievement of historiography into the history classroom. However, everyone's concern about the social history view is in a marginalized state. Many scholars' teaching research on the social history view. Focus on the concept of research, theoretical research, case studies, but lack of specific quantitative research. In the recent five years of the college entrance examination proposition, the examination of social history is also growing. But in the middle school history teaching. Teachers and students do not pay much attention to this view of history. In view of this, this paper attempts to use quantitative analysis method on the basis of curriculum teaching and the theory of social history. Statistical analysis of the recent five years of the national college entrance examination on social history of the survey methods, examination frequency and the distribution of knowledge points of social history view characteristics, summed up the college entrance examination on the social history of the proposition of the law. On the one hand, it causes teachers and students to pay more attention to the view of social history. On the other hand, from the aspects of teaching and college entrance examination, the author puts forward some practical suggestions on the teaching of social history view. This paper makes a quantitative analysis of 70 sets of college entrance examination questions in the past five years. College entrance examination questions to examine the form of social history in the form of multiple choice questions and subjective questions, as a whole, the local examination of the social history of the higher frequency. The national volume pays more attention to social hot spots. In terms of knowledge points, it focuses on the examination of social life history, family marriage history and social hot issues. This article puts forward some practical suggestions for the history view teaching of middle school: in the routine teaching, let life enter history, cultivate students' consciousness of paying attention to social problems, and teachers pay more attention to the frontier problems of historiography; In the preparation for the examination, the teacher should integrate the teaching materials of the social historical view, pay close attention to the social transformation problem and the social hot spot problem, expand the students' historical thinking, and let the students analyze all kinds of social hot issues from the social historical view.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.51

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本文編號：1449781