高中历史教学中运用史料培养学生历史思维能力的教学探索

发布时间：2018-05-28 21:48

本文选题：历史教学中 + 运用史料　；参考：《广西师范大学》2015年硕士论文

【摘要】：高中历史教育的主要任务是历史学科能力的培养,其关键是提高学生历史思维能力,那么,如何促进学生历史思维能力的发展呢?这一问题的解决关系到高中历史教育质量的提高,是目前国内高中历史教育面临的重大课题。因此,本文拟从史料运用与高中生历史思维能力的培养着手,从三大方面论述它们之间的联系。第一部分是全文的理论基础,它主要从两个方面进行说明,第一,高中历史教学中为什么要运用史料培养学生历史思维能力?这是因为,以史料为载体培养高中生的历史思维能力顺应了高中历史课程改革的要求,充分体现了历史学科的特点,能够促进学生历史学科能力的发展,目标是高中生的全面发展。第二,阐释了历史思维和历史思维能力的概念。指出历史思维能力是以马克思主义立场作为出发点,运用史料来考察人类社会发展的现象与本质,解决社会历史问题的一种素养。第二部分是本文的重点,主要从实践层面探索和总结出一些有效途径与方法来培养学生的历史思维能力。首先从历史逻辑思维能力的培养着眼,概括了什么是历史逻辑思维,总结了运用史料培养历史逻辑思维常用的一些方法。然后说明运用史料特别是图像史料,更能够培养学生的历史形象思维能力,例如运用图像史料,可以激发学生历史学习的浓厚兴趣：运用图像史料,通过问题情境的营造,可以激发学生思维；运用图像史料,通过历史场景的真实展现,可以引发学生的思维；运用图像史料,可以引发学生的感知、想象、联想,以此发展学生历史形象思维。再后阐述运用史料培养学生创造性思维的问题。最后论述了运用史料如何培养学生的历史思维品质,即运用史料,揭示历史的本质,培养学生思维的深刻性；运用迁移的方法,增强学生思维的灵活性；选择矛盾性的史料,培养学生思维的批判性；组合不同观点的史料,培养学生思维的广阔性。通过这些方法,高中生的历史逻辑思维、历史形象思维和创造性思维能够得到有效培养,学生思维的深刻性、灵活性、批判性和广阔性得以提高、增强。第三部分在理论和实践的基础上,总结在培养学生历史思维的过程中关于史料选取的一些原则,包括典型性原则、多元化原则和真实性原则等以及在高中历史教学中运用史料培养学生历史思维应注意的几个问题。文章的目的是使高中生在历史学习时能够灵活地运用史料以及一些具体的历史思维方法来解决社会历史问题,以此提高学生历史学科素养,使学生逐渐形成正确的历史意识。当然,完成这项工作主要得益于导师的指导与帮助,以自己的教学实践为基础,部分参考了其他教师的经验和教学案例,并对此作出分析、论证。在此过程中,有一些认识和理解不一定成熟,但是希望能够进行一些尝试,为高中历史教学尽一点绵薄之力。
[Abstract]:The main task of history education in senior high school is to cultivate the ability of history subject, and the key is to improve the students' historical thinking ability. So, how to promote the development of students' historical thinking ability? The solution of this problem is related to the improvement of the quality of senior high school history education. Therefore, this paper begins with the application of historical data and the cultivation of senior high school students' historical thinking ability, and discusses the relationship between them from three aspects. The first part is the theoretical basis of the full text, which is mainly explained from two aspects. First, why use historical materials to cultivate students' historical thinking ability in senior high school history teaching? This is because taking the historical data as the carrier to cultivate the historical thinking ability of high school students conforms to the requirements of high school history curriculum reform, fully embodies the characteristics of the history subject, and can promote the development of students' history subject ability. The goal is the all-round development of high school students. Secondly, it explains the concept of historical thinking and historical thinking ability. It is pointed out that the ability of historical thinking is a kind of accomplishment to study the phenomenon and essence of the development of human society and solve the social and historical problems by using historical data as the starting point of Marxist standpoint. The second part is the focus of this paper, mainly from the practical level to explore and summarize some effective ways and methods to cultivate students' ability of historical thinking. First, from the view of cultivating the ability of historical logic thinking, this paper summarizes what is historical logical thinking, and summarizes some common methods of using historical data to cultivate historical logical thinking. Then it shows that using historical data, especially image historical data, can cultivate students' ability of thinking in historical images, for example, the use of image historical data can arouse students' strong interest in learning history: using historical materials of images, creating problem situations, It can stimulate students' thinking; use image historical data through the real display of historical scenes can trigger students' thinking; using image historical data can trigger students' perception imagination and association so as to develop students' historical image thinking. After that, the author expounds the problem of using historical data to cultivate students' creative thinking. Finally, it discusses how to use historical data to cultivate students' historical thinking quality, that is, to use historical data to reveal the essence of history, to cultivate students' thinking profundity, to use the method of transfer, to enhance students' flexibility of thinking, to select contradictory historical materials. To cultivate the critical thinking of students, to combine historical data of different viewpoints and to cultivate the broadness of students' thinking. Through these methods, the historical logical thinking, historical image thinking and creative thinking of high school students can be effectively cultivated, and the depth, flexibility, criticality and expansibility of students' thinking can be improved and enhanced. On the basis of theory and practice, the third part summarizes some principles of selecting historical materials in the course of cultivating students' historical thinking, including typical principles. The principle of pluralism and the principle of authenticity, as well as some problems that should be paid attention to in the use of historical materials to cultivate students' historical thinking in senior high school history teaching. The purpose of this paper is to enable senior high school students to flexibly use historical materials and some concrete historical thinking methods to solve social and historical problems, so as to improve students' history subject literacy and make students gradually form correct historical consciousness. Of course, the completion of this work is mainly due to the guidance and help of teachers, based on their own teaching practice, part of the reference to other teachers' experience and teaching cases, and to make an analysis and demonstration. In this process, there are some understanding and understanding is not necessarily mature, but hope to be able to make some attempts for senior high school history teaching.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

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