新课标下初中历史教学中学生历史素养的培养研究

发布时间：2018-04-13 17:37

本文选题：初中历史 + 历史素养　；参考：《华中师范大学》2015年硕士论文

【摘要】：在当前教育模式下,关于学生内在的历史素养的考察关键就在于他们对待历史事件的思维能力。也就是说,通过了解历史知识,运用有关历史方面的理论链接,用客观的思维对所发生的关键历史事件展开讨论,把握其发生的因果关系并做出相关解释,同时提出自己观点的一项考察历史思维能力的学科。当前我国中学历史教学就是根据学生对相关知识的积累、现阶段的心理特点和考试内容的具体要求来开展实施教学的。我国相关中考体制的要求内容中规定,历史课不作为学生进行升学考试内容范围。造成了在初中的教学过程当中,不管是教还是学,学校以及相关老师都没有特别的重视历史这一学科,所以就导致现阶段初中生在历史相关方面的学习就存在一定的困难。在开展实施教学的过程当中,关注学生对基础知识的积累,帮助他们理解与学习主干知识成为提升学生学习能力以及积累知识的重要手段。在开展实施初中历史的教育教学过程当中,需要认真地教导他们对重大历史事件有一个深入的了解与学习,还需要在这个层面上利用课堂以及章节对学生进行教学与训练,让学生能够清楚地了解历史事件的前因后果以及所发生事件的阶段性特点、发现其内在规律性以及事件内容之间的相互联系。本文通过问卷调查发现,学生的历史素养缺乏,中学生历史学习的心理不端正。导致问题的原因,可以归纳为如下几点：学习历史的功利主义、初中历史教材本身的空洞性和课程设置的问题、初中历史教师知识储备不足和教学能力低下的因素。本文最后提出了初中历史教学中历史素养培养的策略：培养学生多元目标导向的历史意识,包括整体历史观意识的培养、爱国意识的培养、“历史的时间观”意识的培养；提升学生以问题为中心的历史思维能力,构建以学生为主体的历史教学模式,引入情境教学法,鼓励学生参与历史的体验,提高学生的自主学习能力；最后树立模块化的初中历史学习评价体系,包括评价内容多维化、评价主体多元化、评价方式多样化。本文提出的这些策略具有系统性和创新性,能够为初中历史课堂教学的实践提供参考价值,不断培养学生历史思维能力,让学生学会运用科学的理论和方法认识历史和现实问题,逐步形成科学的世界观和历史观,成为历史的真正主人。
[Abstract]:In the current educational mode, the key to investigate students' inner historical accomplishment lies in their thinking ability to deal with historical events.That is to say, by understanding historical knowledge, using theoretical links related to history, and using objective thinking to discuss the key historical events that have taken place, we can grasp the causality of their occurrence and make relevant explanations.At the same time put forward their own point of view of a study of the ability of historical thinking.At present, history teaching in middle schools in our country is carried out according to the students' accumulation of relevant knowledge, the psychological characteristics of the present stage and the specific requirements of the examination content.According to the requirements of the relevant middle school examination system, the history course is not regarded as the scope of the students' entrance examination.As a result, in the middle school teaching process, whether teaching or learning, schools and related teachers do not pay special attention to the history of this subject, so at this stage junior high school students in history related aspects of learning there are certain difficulties.In the process of carrying out the teaching, paying attention to students' accumulation of basic knowledge and helping them to understand and learn the main knowledge has become an important means to improve students' learning ability and accumulate knowledge.In the course of carrying out the education and teaching of junior high school history, we need to seriously teach them to have a deep understanding and study of major historical events, and we also need to use the classroom and chapters to teach and train students at this level.It enables students to understand clearly the causes and consequences of historical events, as well as the stage characteristics of the events, and to find out the inherent regularity and the interrelation between the contents of the events.This paper finds that students' history literacy is short and students' psychology of history learning is not correct.The causes of the problems can be summarized as follows: utilitarianism of learning history, hollowness of junior high school history textbooks and problems of curriculum setup, factors of insufficient knowledge reserve and low teaching ability of junior high school history teachers.Finally, the paper puts forward the strategies of cultivating history literacy in history teaching in junior middle school: cultivating students' historical consciousness of multi-objective orientation, including the cultivation of overall historical concept, patriotic consciousness and "historical time view";Improve students' problem-centered historical thinking ability, construct student-centered history teaching model, introduce situational teaching method, encourage students to participate in historical experience, and improve students' autonomous learning ability;Finally, we set up a modular evaluation system of junior high school history learning, including multi-dimensional evaluation content, diversification of evaluation subjects, and diversification of evaluation methods.These strategies put forward in this paper are systematic and innovative, which can provide reference value for the practice of history teaching in junior middle school, and develop the students' ability of thinking in history.Let students learn to use scientific theories and methods to understand historical and practical problems, gradually form a scientific world outlook and historical view, become the real master of history.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

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