高中生历史解释能力的培养研究
发布时间：2018-08-15 17:39
【摘要】：历史之所以被认识,离不开史学家对事实及其意义的阐释。从广义上来说,历史解释能力是指对某一历史问题的认识水平,在历史理解的基础上,对历史事物进行理性分析和客观评判的能力。狭义上来说,就是指按照一定的思维方式和逻辑对历史材料的解读。学生的历史解释能力是存在差异性的,它可以被预见甚至可以被测量。历史解释能力由易到难可分为“史实与解释的辨析、不同历史解释的认识、历史事实与现象的合理解释、不同史实的比较说明和恰当的史学评价”这五个层次。从考试角度来看,随着试题难度的加大,对学生的历史学习能力要求也在不断提高,历史解释能力已成为当前高中生学习历史必备的基本技能和素养之一,学生的其它素养要通过历史解释来体现。从教学本身来说,培养高中生的历史解释能力,是中学历史教学目标的具体落实。它是中学生历史学科能力的展示,也是学生历史思维能力的重要内容。培养高中生历史解释能力的重要性不言而喻,但通过实践调查发现,目前高中生的历史解释能力仍存在一些问题。首先在认知态度上,虽然意识上认为历史解释是重要的,但并非发自内心,作业上马虎对待历史解释题;其次,高中生的历史问题意识还很薄弱,对不同的历史问题表现出不同的倾向性;另外,历史教师无论是在培养内容还是培养方法上,都存在一定的困惑。究其原因,不仅和学生历史知识储备不足、没有掌握正确的分析方法有关,还受教师示范性、培养方式、教学经验等因素的影响。针对存在的问题,教师可以从以下方面着手解决:一、提供丰富恰当的史料,扩大高中生的历史阅读量;二、利用教科书或材料设计冲突问题,提高学生历史问题意识;三、传授图表或文本材料分析技能;四、锻炼学生历史表达能力,让学生开口说历史。这些方法旨在促进学生观察、想象和分析、综合、抽象概括等思维能力的提高,但在培养过程中,教师还要把握高中生的认知特点,引导他们在阐述真知灼见时遵循历史学的原则,规范历史语言表达。
[Abstract]:The understanding of history can not be separated from the interpretation of facts and their significance by historians. In a broad sense, the ability of historical interpretation refers to the level of understanding of a historical problem and the ability to make rational analysis and objective judgment of historical things on the basis of historical understanding. In a narrow sense, it refers to the interpretation of historical materials according to a certain mode of thinking and logic. There are differences in students' ability to interpret history, which can be predicted or even measured. The ability of historical interpretation can be divided into five levels: discrimination and analysis of historical facts and interpretation, understanding of different historical interpretations, rational interpretation of historical facts and phenomena, comparative explanation of different historical facts and proper historical evaluation. From the examination point of view, with the increase of the difficulty of the examination questions, the requirements for students' history learning ability are also continuously improved, and the ability of history interpretation has become one of the basic skills and qualities necessary for senior high school students to study history. Other qualities of students should be reflected by historical explanations. From the point of view of teaching itself, cultivating high school students' ability of history interpretation is the concrete implementation of the goal of history teaching in middle school. It is the middle school student history discipline ability display, also is the student history thought ability important content. The importance of cultivating senior high school students' ability to interpret history is self-evident, but through the investigation of practice, it is found that there are still some problems in the ability of historical interpretation of senior high school students. First of all, in terms of cognitive attitude, although the historical explanation is thought to be important in consciousness, it is not from the heart, but it is sloppy in the homework. Secondly, high school students' awareness of historical problems is still very weak. In addition, there are some puzzles in the training content and methods of history teachers. The reasons are not only related to the shortage of students' historical knowledge, but also affected by the teachers' demonstration, training methods, teaching experience and so on. In view of the existing problems, teachers can solve them from the following aspects: first, to provide rich and appropriate historical data to expand the amount of historical reading of high school students; second, to use textbooks or materials to design conflicts and raise students' awareness of historical problems; third, Teach chart or text analysis skills; fourth, exercise students' history expression ability, let students speak history. These methods aim to promote the improvement of students' thinking ability, such as observation, imagination and analysis, synthesis, abstract generalization, etc. But in the process of training, teachers should grasp the cognitive characteristics of high school students. Guide them to follow the principles of history and standardize the expression of historical language.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51
本文编号：2184936
[Abstract]:The understanding of history can not be separated from the interpretation of facts and their significance by historians. In a broad sense, the ability of historical interpretation refers to the level of understanding of a historical problem and the ability to make rational analysis and objective judgment of historical things on the basis of historical understanding. In a narrow sense, it refers to the interpretation of historical materials according to a certain mode of thinking and logic. There are differences in students' ability to interpret history, which can be predicted or even measured. The ability of historical interpretation can be divided into five levels: discrimination and analysis of historical facts and interpretation, understanding of different historical interpretations, rational interpretation of historical facts and phenomena, comparative explanation of different historical facts and proper historical evaluation. From the examination point of view, with the increase of the difficulty of the examination questions, the requirements for students' history learning ability are also continuously improved, and the ability of history interpretation has become one of the basic skills and qualities necessary for senior high school students to study history. Other qualities of students should be reflected by historical explanations. From the point of view of teaching itself, cultivating high school students' ability of history interpretation is the concrete implementation of the goal of history teaching in middle school. It is the middle school student history discipline ability display, also is the student history thought ability important content. The importance of cultivating senior high school students' ability to interpret history is self-evident, but through the investigation of practice, it is found that there are still some problems in the ability of historical interpretation of senior high school students. First of all, in terms of cognitive attitude, although the historical explanation is thought to be important in consciousness, it is not from the heart, but it is sloppy in the homework. Secondly, high school students' awareness of historical problems is still very weak. In addition, there are some puzzles in the training content and methods of history teachers. The reasons are not only related to the shortage of students' historical knowledge, but also affected by the teachers' demonstration, training methods, teaching experience and so on. In view of the existing problems, teachers can solve them from the following aspects: first, to provide rich and appropriate historical data to expand the amount of historical reading of high school students; second, to use textbooks or materials to design conflicts and raise students' awareness of historical problems; third, Teach chart or text analysis skills; fourth, exercise students' history expression ability, let students speak history. These methods aim to promote the improvement of students' thinking ability, such as observation, imagination and analysis, synthesis, abstract generalization, etc. But in the process of training, teachers should grasp the cognitive characteristics of high school students. Guide them to follow the principles of history and standardize the expression of historical language.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51
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