發(fā)布時(shí)間：2018-11-09 07:33

【摘要】：歷史跨學(xué)科命題是指命題者在堅(jiān)持歷史學(xué)科主體地位的前提下,綜合其他學(xué)科的相關(guān)知識(shí)和研究方法,命制出跨學(xué)科的綜合題,以考查學(xué)生的綜合能力、多學(xué)科的視角以及開(kāi)放性的思維方式。高考?xì)v史跨學(xué)科命題主要包括單一學(xué)科交叉命題和多學(xué)科交叉綜合命題兩種類型。目前,就高考?xì)v史江蘇卷而言,跨學(xué)科命題的趨勢(shì)已經(jīng)漸趨明顯,主要表現(xiàn)在跨學(xué)科命題所占分值總體呈現(xiàn)遞增趨勢(shì),所跨學(xué)科類別不斷增多,從傳統(tǒng)相關(guān)學(xué)科向其他學(xué)科轉(zhuǎn)變,跨學(xué)科試題的題型也由最初的單一學(xué)科交叉向多學(xué)科交叉轉(zhuǎn)變。高考?xì)v史跨學(xué)科命題本身有著深厚的心理學(xué)和教育心理學(xué)的理論基礎(chǔ),它適應(yīng)了學(xué)生發(fā)展創(chuàng)造性思維和發(fā)散性思維的需要,也是學(xué)生知識(shí)遷移的一種重要表現(xiàn),同時(shí)還體現(xiàn)出現(xiàn)代教育的建構(gòu)主義學(xué)習(xí)理論。此外高考?xì)v史呈現(xiàn)跨學(xué)科命題趨勢(shì)與歷史學(xué)科本身的廣博性的特點(diǎn)分不開(kāi),與國(guó)內(nèi)外課程綜合化改革的趨勢(shì)分不開(kāi),與21世紀(jì)以來(lái)高考模式改革和高考命題改革的要求分不開(kāi)。然而,深入教學(xué)第一線開(kāi)展調(diào)查,不難發(fā)現(xiàn)師生在應(yīng)對(duì)高考?xì)v史跨學(xué)科試題和進(jìn)行跨學(xué)科教學(xué)時(shí)還存在著許多問(wèn)題,主要集中在師生缺乏跨學(xué)科教學(xué)的意識(shí),教師雖然覺(jué)得跨學(xué)科教學(xué)有必要,但卻不知道如何實(shí)施,學(xué)生在應(yīng)對(duì)跨學(xué)科試題時(shí)容易脫離歷史學(xué)科主體地位等等。因此,在應(yīng)對(duì)跨學(xué)科試題和開(kāi)展跨學(xué)科教學(xué)時(shí),教師應(yīng)該轉(zhuǎn)變觀念,樹(shù)立跨學(xué)科教學(xué)意識(shí),努力構(gòu)建多元化知識(shí)結(jié)構(gòu),提高自我的智能素質(zhì),同時(shí)教師之間還可以建立跨學(xué)科綜合教學(xué)共同體,取長(zhǎng)補(bǔ)短、優(yōu)勢(shì)互補(bǔ)。而學(xué)生應(yīng)轉(zhuǎn)變自我的學(xué)習(xí)觀念,不斷的積累豐富相關(guān)學(xué)科的基礎(chǔ)知識(shí),做到知識(shí)的正遷移,同時(shí)學(xué)會(huì)打破單科思維模式,綜合思考問(wèn)題,此外,在解答跨學(xué)科試題時(shí),切忌脫離歷史學(xué)科主體地位,應(yīng)緊密聯(lián)系當(dāng)時(shí)的歷史時(shí)代特征�？傊�,由于課程改革、教學(xué)改革及高考改革是三位一體的良性互動(dòng)關(guān)系,他們之間相互作用,彼此影響。但是如果課程改革走在前,高考改革滯于后,那么再好的改革理念也會(huì)受制于高考制度。因此,研究、探索“跨學(xué)科教育——跨學(xué)科教學(xué)——跨學(xué)科命題”的一體化設(shè)計(jì)顯得尤為重要。
[Abstract]:Historical interdisciplinary propositions refer to the propositions, on the premise of insisting on the subject status of historical subjects, synthesizing the relevant knowledge and research methods of other disciplines, and ordering them to produce interdisciplinary comprehensive problems in order to test the students' comprehensive ability. A multidisciplinary perspective and an open way of thinking. The history interdisciplinary proposition of college entrance examination mainly includes two types: single subject cross proposition and multi-subject cross-comprehensive proposition. At present, as far as the historical Jiangsu volume of college entrance examination is concerned, the trend of interdisciplinary proposition has gradually become obvious, mainly reflected in the overall increasing trend of the score of interdisciplinary proposition, and the increasing number of interdisciplinary categories. From traditional related disciplines to other disciplines, the problem types of cross-disciplinary examination questions have also changed from the original single subject cross to multi-disciplinary cross-discipline. The interdisciplinary proposition of the history of college entrance examination itself has a profound theoretical basis of psychology and educational psychology. It meets the needs of students' development of creative thinking and divergent thinking, and it is also an important manifestation of students' knowledge transfer. At the same time, it also embodies the constructivism learning theory of modern education. In addition, the history of college entrance examination presents the trend of interdisciplinary proposition and the broad character of history subject itself, which is inseparable from the trend of comprehensive curriculum reform at home and abroad, and from the requirements of the reform of the college entrance examination model and the reform of the college entrance examination proposition since the 21st century. However, it is not difficult to find that teachers and students still have many problems in dealing with the cross-disciplinary examination questions in the history of college entrance examination and in carrying out interdisciplinary teaching, mainly focusing on the lack of awareness of cross-disciplinary teaching among teachers and students. Although teachers think that interdisciplinary teaching is necessary, they do not know how to implement it. Therefore, when dealing with interdisciplinary test questions and carrying out interdisciplinary teaching, teachers should change their ideas, set up interdisciplinary teaching consciousness, strive to construct diversified knowledge structure, and improve their own intelligence quality. At the same time, teachers can also establish a cross-disciplinary comprehensive teaching community, learn from each other, complementary advantages. Students should change their self-concept of learning, accumulate and enrich the basic knowledge of relevant disciplines, achieve the positive transfer of knowledge, and learn to break the mode of thinking in one subject and think comprehensively. In addition, when solving cross-disciplinary test questions, Avoid from the subject of history status, should be closely linked to the characteristics of the historical era. In a word, because of curriculum reform, teaching reform and college entrance examination reform, they interact and influence each other. But if the curriculum reform goes ahead and the college entrance examination reform lags behind, then the best idea of reform will be subject to the college entrance examination system. Therefore, it is particularly important to study and explore the integrated design of "interdisciplinary education-interdisciplinary teaching-interdisciplinary proposition".
【學(xué)位授予單位】：揚(yáng)州大學(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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