發(fā)布時(shí)間：2018-06-16 23:18

  本文選題：高中歷史教學(xué) + 史料閱讀能力�。� 參考：《魯東大學(xué)》2017年碩士論文

【摘要】：在新一輪課程改革的推動(dòng)下,史料教學(xué)已成為高中歷史教學(xué)中的一部分,這一變化與新課改要求轉(zhuǎn)變教學(xué)方式,倡導(dǎo)學(xué)生的主動(dòng)學(xué)習(xí)相呼應(yīng)。教學(xué)活動(dòng)是教與學(xué)的雙邊活動(dòng),教師傳授歷史知識(shí),是“教”;而“學(xué)”是指學(xué)生如何去學(xué)習(xí)。能力的提高教師起指引的作用,關(guān)鍵是學(xué)生如何在教師的引導(dǎo)下培養(yǎng)這種能力,史料閱讀能力亦是如此。閱讀能力是各種能力的基礎(chǔ),史料閱讀能力是在閱讀能力的基礎(chǔ)上而逐漸形成的一種學(xué)習(xí)能力。高中生通過培養(yǎng)史料閱讀能力學(xué)習(xí)史料,了解歷史、感知?dú)v史,塑造歷史修養(yǎng),這對(duì)學(xué)生日后的成長發(fā)展具有重要的作用。無論是近幾年的高考試卷,還是當(dāng)下盛行的核心素養(yǎng),都要求培養(yǎng)學(xué)生的史料閱讀能力,可見培養(yǎng)學(xué)生史料閱讀能力的重要性。本文以怎樣培養(yǎng)高中生史料閱讀能力這個(gè)問題為核心,根據(jù)新課改的理念以及當(dāng)下的教育改革,運(yùn)用教育學(xué)、心理學(xué)等基本知識(shí),結(jié)合自己的教育實(shí)踐,首先對(duì)史料、史料閱讀能力等有關(guān)概念進(jìn)行了界定,提出了培養(yǎng)高中生史料閱讀能力的必要性。然后,綜合各種理論與實(shí)踐,提出了培養(yǎng)學(xué)生史料閱讀能力的優(yōu)化策略,并根據(jù)教學(xué)過程中的實(shí)際情況,以具體的教學(xué)案例為引子,指導(dǎo)學(xué)生在教學(xué)活動(dòng)中逐步培養(yǎng)史料閱讀能力。在此基礎(chǔ)上,分析了在日常歷史教學(xué)活動(dòng)中,培養(yǎng)高中生史料閱讀能力的注意點(diǎn)。中華文化博大精深,源遠(yuǎn)流長,在這五千多年的歷史歲月中,它是以何種形式存在的,又是如何再次出現(xiàn)在人們的的視野中?史料的存在正是解答此疑難的最好方式之一。歷史不可再現(xiàn),即使科技如此發(fā)達(dá),為此,只能研讀史料。史料記載了過去發(fā)生的歷史現(xiàn)象、歷史人物、歷史過程,但史料的真?zhèn)螀s有待考察。這就需要?dú)v史教師在日常的授課過程中,要注意史料的選擇,“真實(shí)性”是選取史料的基礎(chǔ)。提升高中生的史料閱讀能力,對(duì)提高教師的課堂效果和教學(xué)質(zhì)量具有重要的作用,特別是其對(duì)高中生掌握歷史信息的能力以及高中生辯證思維能力的發(fā)展意義重大。本研究對(duì)于體現(xiàn)以教師為主導(dǎo),學(xué)生為主體的教學(xué)原則,實(shí)現(xiàn)個(gè)性化教學(xué),提高高中生的自主學(xué)習(xí)、合作探究等能力具有借鑒意義。
[Abstract]:With the impetus of the new round of curriculum reform, the teaching of historical materials has become a part of the high school history teaching. This change and the new curriculum reform require the transformation of the teaching mode and the initiative of the students. Teaching activities are bilateral activities of teaching and learning, teachers teach history knowledge and "teaching", and "learning" means students how to study. The key is to improve the teacher's guiding role. The key is to cultivate the ability of the students under the guidance of the teachers. The reading ability is the basis of the ability to read. The reading ability of the historical material is a learning ability based on the reading ability. The high school students learn the history of reading ability by cultivating the history of reading ability. Material, understanding history, perceiving history and shaping historical accomplishment have an important role in the development and development of students in the future. Regardless of the examination papers in the college entrance examination in recent years, or the prevailing core literacy, the importance of cultivating the students' reading ability of historical materials can be seen, and the importance of cultivating the reading ability of the students' historical materials can be seen. This article is to cultivate the history of high school students. At the core of the problem of material reading ability, according to the concept of the new curriculum reform, the current educational reform, the use of the basic knowledge of education, psychology and other basic knowledge, combining with his own educational practice, the concepts of historical materials and historical materials reading ability are defined, and the necessity of cultivating the reading ability of high middle students' historical materials is put forward. In theory and practice, an optimization strategy is put forward to cultivate the reading ability of the students' historical materials, and according to the actual situation in the teaching process and the introduction of specific teaching cases to guide the students to gradually cultivate the reading ability of historical materials in the teaching activities. On this basis, this paper analyzes the training of the reading ability of the historical materials of high school students in the daily history teaching activities. Attention. The Chinese culture is profound and profound. In the past five thousand years, how does it exist and how to reappear in the vision of the people? The existence of historical materials is one of the best ways to solve this problem. History cannot be reproduced. Even if science and technology are so developed, we can only study historical materials. Historical data can only be read. Historical data can only be studied. Historical data can only be read. Historical data can only be studied historical data. The historical phenomena, historical figures and historical processes have been recorded, but the authenticity of historical materials needs to be investigated. This requires the history teachers to pay attention to the selection of historical materials in the course of daily teaching. "Authenticity" is the basis for selecting historical materials. It has important role, especially its ability to master the history information of high school students as well as the development of high school students' dialectical thinking ability. This study is of reference to the ability to embody the teaching principle of the teacher as the dominant, the student as the main body, the realization of individualized teaching, the improvement of the independent study of the high school students, and the cooperation and inquiry.
【學(xué)位授予單位】：魯東大學(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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本文編號(hào)：2028461