论中学历史教学中教科书插图的运用

发布时间：2018-08-27 09:31

【摘要】：随着新课程改革的不断推进,图片教学成了国内一线学者和教师广泛推崇的一种教学方式。新编人教版中学历史教科书选用了大量的插图。一方面,这些插图是经过严格筛选,能客观反映历史现象、历史事件及历史人物的重要史料,为深化图片教学提供了便利；另一方面,在教学中,这些具有直观性、形象性、具体性等特点的历史插图,相比教科书文字内容更符合中学生的心理,能激发学生的学习兴趣,是历史知识体系中有机的组成部分。本文以《义务教育历史课程标准(2011年版)》和《普通高中历史课程标准(实验)》为指导,在前人研究的基础上,运用文献查阅法、案例分析法及跨学科的研究方法,结合一线历史教师关于插图教学的案例和作者的教学实践经历,探讨在教学过程中如何利用插图来进行有效教学、增强学生学习兴趣、培养学生能力、提高教学效率等问题。本文由绪论、正文、结语共计三个部分组成：绪论部分论述本文写作缘由,阐释本文研究意义,分析国内外关于图片及插图教学的研究现状,说明本文的研究思路与方法。第一章结合教学实例阐释历史教学中插图的运用原则,阐明运用插图须秉持适量性、目的性、选择性、科学性、严肃性等原则。第二章主要阐释分析插图的一般方法,展示历史教学中引导学生分析插图的一般过程。一般分析一幅插图须粗略读图,整体感知；详细阅读,全面提炼；联系课本,加深理解；思维拓展,把握因果；运用联想,由此及彼等五个步骤,以科学地培养学生的读图、解图能力及历史时空思维。第三章主要阐释基于教科书插图分类角度的教学运用方法。不同类别的插图呈现的内容不同,应采用不同的教学方法；本文将插图分为历史文物图、历史人物图、史事情节图、历史地图、其他等五类,并结合教学实例探讨了不同类别插图的运用。第四章主要阐释基于历史教学不同环节的插图运用。由于历史教学不同环节承担不同的任务,插图教学在不同环节所处的地位也不同；本文从用插图导入新课、用插图突出重点、用插图突破难点、用插图巧设过渡、用插图开展活动、用插图创新作业、用插图优化复习、用插图开发试题等八个方面结合实例探讨了不同教学环节插图的具体运用。结语部分总结历史插图教学的作用及本文关于插图教学的主要观点,并对进一步深入开展插图教学研究提出了展望。
[Abstract]:With the development of the new curriculum reform, picture teaching has become a kind of teaching method widely respected by scholars and teachers in China. A large number of illustrations have been selected for the new edition of the middle school history textbook. On the one hand, these illustrations are important historical materials that can objectively reflect historical phenomena, historical events and historical figures after strict screening, which provides convenience for deepening picture teaching; on the other hand, these illustrations are intuitive and visualized in teaching. Historical illustrations with specific features are more consistent with the psychology of middle school students than textbook texts and can stimulate students' interest in learning. They are an organic part of the system of historical knowledge. Under the guidance of the History Curriculum Standard of compulsory Education (2011 Edition) and the History Curriculum Standard of General Senior High School (experiment), based on the previous studies, this paper applies literature reference method, case analysis method and interdisciplinary research method. This paper discusses how to use illustrations to carry out effective teaching, enhance students' interest in learning, cultivate students' ability and improve teaching efficiency in the course of teaching, based on the case of history teachers' illustration teaching and the author's teaching practice. This paper consists of three parts: introduction, text and conclusion: the introduction discusses the reasons for writing this article, explains the significance of this study, analyzes the current situation of research on pictures and illustrations at home and abroad, and explains the research ideas and methods of this paper. The first chapter explains the application principle of illustrations in history teaching with teaching examples, and expounds that the use of illustrations should adhere to the principles of moderation, purpose, selectivity, science, seriousness, and so on. The second chapter mainly explains the general method of analyzing illustrations and shows the general process of guiding students to analyze illustrations in history teaching. A general analysis of an illustration requires a rough reading of the drawing, overall perception, detailed reading, comprehensive refinement, contact with the textbook to deepen understanding, thought expansion, understanding of cause and effect, and the use of association, this and the other five steps to scientifically cultivate students' reading drawings. Ability to map and historical space-time thinking. The third chapter mainly explains the teaching method based on textbook illustration classification. Different types of illustrations show different contents, so different teaching methods should be adopted. The illustrations are divided into five categories: historical relics map, historical figure map, historical plot map, historical map, and so on. The application of different kinds of illustrations is also discussed in combination with teaching examples. The fourth chapter mainly explains the use of illustrations based on different links of history teaching. Because different links of history teaching take on different tasks, the status of illustration teaching in different links is also different. This paper introduces new courses with illustrations, highlights the key points with illustrations, breaks through difficulties with illustrations, sets transition with illustrations skillfully. This paper discusses the concrete application of illustrations in different teaching links in eight aspects, such as carrying out activities with illustrations, innovating activities with illustrations, optimizing reviewing with illustrations, developing test questions with illustrations, and so on. The conclusion part summarizes the function of historical illustration teaching and the main points of view about illustration teaching in this paper, and puts forward the prospect of further developing illustration teaching research.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

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