“神入”历史在高中历史教学中的运用研究
发布时间：2018-12-23 18:54
【摘要】：如何为传统的历史教学注入新的血液,让新课程改革活力迸发是一个长久需要解决的问题。欧美等发达国家对课程教学的研究早于中国,走在中国的前列,并在理论和实践方面都总结了宝贵的经验。伟大科学家牛顿说“站在巨人的肩膀上”,继承与发展欧美国家的经验可以为我国历史课程改革插上一双翅膀。“神入”论源远流长,备受欧美等国家的关注。产生于二十世纪六七十年代的英国,并于九十年代传入我国,糅合心理学等交叉学科。“神入”历史以心理学为基础,既是一种情感的体验也是一种可以运用到课堂中的教学方法。“神入”历史就是让学生置身在当时的历史场景,想古人之所想,去体会历史人物的一系列情感经历,而不是用现在的价值观来思考过去所发生的事情,通俗来讲就是“感同身受”。“神入”历史理论引入我国的历史不过三十年,各种研究层出不穷,有很宽广的发展空间。如何把“神入”恰当自然的运用到历史教学中,是目前有待解决的主要问题,理论是为实践做指导,若单纯的停留在理论层面那“神入”就不会被更多的一线教师所运用。在本文的研究中,笔者尝试为教师提供一些“神入”历史的方法策略,从而激发学生学习历史的兴趣和改进学习方式。本文共分为五部分,第一部分主要介绍研究“神入”历史的缘由以及国内外的研究现状、研究方法等。第二部分介绍“神入”历史的含义以及运用“神入”历史的意义。第三部分介绍运用“神入”历史的几点要求,包括对教师素养的要求和学生的基本要求。第四部分介绍“神入”历史的具体运用,包括在教学中和学习中的两个方面,为教师和学生能很好的操作提供策略。论文的最后一部分对“神入”历史的总结。
[Abstract]:How to inject new blood into the traditional history teaching and let the new curriculum reform burst out is a problem that needs to be solved for a long time. The research on curriculum teaching in developed countries such as Europe and America is earlier than that in China, and it sums up valuable experience in theory and practice. Newton, a great scientist, said that "standing on the shoulders of giants" and inheriting and developing the experiences of European and American countries can put a pair of wings into the history curriculum reform of our country. The theory of "divine entry" has a long history and has attracted the attention of Europe and the United States and other countries. It was born in Britain in 1960 s and 70 s, and introduced into our country in 1990's, blending psychology and other cross-disciplines. The history of mind is based on psychology, which is not only an emotional experience but also a teaching method that can be applied to the classroom. "enchanting" history is to put students in the historical scene of the time, to think of the ancients, to experience a series of emotional experiences of historical figures, rather than to think about what happened in the past with the values of the present. Popularly speaking, it means "feeling the same feelings". It is only thirty years since the introduction of the theory of mind-in-history into our country. All kinds of studies have emerged one after another, and there is a broad space for development. How to apply "God into" to the history teaching is the main problem that needs to be solved at present. The theory is to guide the practice. If it stays in the theoretical level, the "spirit" will not be used by more first-line teachers. In this paper, the author tries to provide teachers with some methods and strategies of "mindfulness" in history, so as to stimulate students' interest in learning history and improve their learning methods. This paper is divided into five parts. The first part mainly introduces the historical reasons of the study of "mind into", the domestic and foreign research status, research methods and so on. The second part introduces the meaning of the history and the significance of using it. The third part introduces the requirements of the history of "mind-in", including the requirements of teachers' accomplishment and the basic requirements of students. The fourth part introduces the concrete application of the history of "mind to mind", including the two aspects of teaching and learning, and provides strategies for teachers and students to operate well. The last part of the paper summarizes the history of "enchanting".
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51
本文编号：2390122
[Abstract]:How to inject new blood into the traditional history teaching and let the new curriculum reform burst out is a problem that needs to be solved for a long time. The research on curriculum teaching in developed countries such as Europe and America is earlier than that in China, and it sums up valuable experience in theory and practice. Newton, a great scientist, said that "standing on the shoulders of giants" and inheriting and developing the experiences of European and American countries can put a pair of wings into the history curriculum reform of our country. The theory of "divine entry" has a long history and has attracted the attention of Europe and the United States and other countries. It was born in Britain in 1960 s and 70 s, and introduced into our country in 1990's, blending psychology and other cross-disciplines. The history of mind is based on psychology, which is not only an emotional experience but also a teaching method that can be applied to the classroom. "enchanting" history is to put students in the historical scene of the time, to think of the ancients, to experience a series of emotional experiences of historical figures, rather than to think about what happened in the past with the values of the present. Popularly speaking, it means "feeling the same feelings". It is only thirty years since the introduction of the theory of mind-in-history into our country. All kinds of studies have emerged one after another, and there is a broad space for development. How to apply "God into" to the history teaching is the main problem that needs to be solved at present. The theory is to guide the practice. If it stays in the theoretical level, the "spirit" will not be used by more first-line teachers. In this paper, the author tries to provide teachers with some methods and strategies of "mindfulness" in history, so as to stimulate students' interest in learning history and improve their learning methods. This paper is divided into five parts. The first part mainly introduces the historical reasons of the study of "mind into", the domestic and foreign research status, research methods and so on. The second part introduces the meaning of the history and the significance of using it. The third part introduces the requirements of the history of "mind-in", including the requirements of teachers' accomplishment and the basic requirements of students. The fourth part introduces the concrete application of the history of "mind to mind", including the two aspects of teaching and learning, and provides strategies for teachers and students to operate well. The last part of the paper summarizes the history of "enchanting".
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51
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