發(fā)布時(shí)間：2018-05-23 10:43

  本文選題：高級(jí)中學(xué) + 歷史人物　； 參考：《陜西師范大學(xué)》2015年碩士論文

【摘要】：歷史由人類創(chuàng)造,并始終受人類活動(dòng)的影響,探討歷史人物的活動(dòng),評(píng)價(jià)歷史人物的是非功過是史學(xué)研究的重要內(nèi)容。而了解歷史人物的生平事跡,總結(jié)歷史人物的成敗得失,則是歷史教學(xué)的重要任務(wù)。近年來,歷史人物教學(xué)受到越來越多一線教師的重視。但就高中歷史人物教學(xué)而言,在教材、教法、學(xué)法方面究竟有哪些成績或存在哪些問題,以往的研究相對(duì)較少。本文對(duì)高中歷史人物教學(xué)的重要性、高中歷史人物教學(xué)現(xiàn)狀進(jìn)行深入探討,并針對(duì)現(xiàn)存問題提出進(jìn)一步優(yōu)化高中歷史人物教學(xué)的具體建議。全文分為三個(gè)部分,緒論、正文和結(jié)語,以期對(duì)高中歷史人物教學(xué)活動(dòng)提供有效參考。從歷史的角度來看,歷史人物教學(xué)是歷史教學(xué)的重要組成部分。師生應(yīng)了解人在歷史中的作用,認(rèn)識(shí)人的地位與價(jià)值。本文從知識(shí)與能力、過程與方法、情感態(tài)度與價(jià)值觀三維目標(biāo)出發(fā),系統(tǒng)分析了學(xué)生學(xué)習(xí)歷史人物的作用。并依據(jù)歷史課程標(biāo)準(zhǔn)以及普通高等學(xué)校招生全國統(tǒng)一考試要求,進(jìn)一步說明歷史人物在歷史教學(xué)中占有重要地位。目前高中歷史人物教學(xué)己取得一定成績,但仍存在諸多問題。本文主要從教材、教法、學(xué)情三方面對(duì)高中歷史人物教學(xué)現(xiàn)狀進(jìn)行分析。在教材方面,本文細(xì)致剖析了岳麓版高中歷史必修教材,從歷史人物性別、地域、類別、所處時(shí)代、教科書表述方式等多個(gè)角度進(jìn)行量化研究。在教法方面,本文對(duì)西安十一中、西安二十五中共120名學(xué)生進(jìn)行問卷抽樣,并采訪了郭富斌老師、徐賜成老師等多位歷史教師,就歷史人物教學(xué)內(nèi)容、教學(xué)過程、教學(xué)語言、教學(xué)效果等方面進(jìn)行對(duì)比研究。在學(xué)情方面,本文從學(xué)生的學(xué)習(xí)興趣、學(xué)習(xí)歷史人物的態(tài)度、課余閱讀和知識(shí)儲(chǔ)備狀況展開調(diào)查研究。通過一系列的數(shù)據(jù)分析后,總結(jié)得出高中歷史人物教學(xué)的成績與不足。針對(duì)歷史人物教學(xué)存在的問題,本文提出幾點(diǎn)建議。就教材編寫而言,編者應(yīng)做到精選內(nèi)容、打開視野、心裁別出。就教師教學(xué)而言,教師首先應(yīng)充分認(rèn)識(shí)歷史人物的重要性,關(guān)注學(xué)生的學(xué)習(xí)需求：其次要堅(jiān)守五大原則——還原歷史現(xiàn)場、關(guān)注人物發(fā)展變化、把握歷史人物細(xì)節(jié)、運(yùn)用對(duì)比方法、具有現(xiàn)實(shí)眼光；再次是進(jìn)行方法優(yōu)化,文中列舉了多位歷史教師的教學(xué)案例,可供參考。就學(xué)生學(xué)習(xí)而言,學(xué)生應(yīng)努力做到廣泛閱讀、慎思明辨,在學(xué)習(xí)生活中多與同學(xué)朋友溝通交流,形成健康積極的人生態(tài)度價(jià)值觀念。本研究對(duì)于在高中課堂實(shí)踐中切實(shí)完成歷史人物教學(xué)任務(wù)、發(fā)揮歷史人物教學(xué)功能,具有重要的理論和現(xiàn)實(shí)意義。
[Abstract]:History is created by human beings and always influenced by human activities. It is an important content of historical research to probe into the activities of historical figures and evaluate their right and wrong merits and demerits. It is an important task of history teaching to understand the life deeds of historical figures and sum up the success or failure of historical figures. In recent years, the teaching of historical figures has been paid more and more attention by teachers. However, as far as the teaching of historical figures in senior high school is concerned, the achievements and problems in teaching materials, teaching methods and learning methods are relatively few in the past. This paper probes into the importance of the teaching of historical figures in senior high schools, the present situation of teaching historical figures in senior high schools, and puts forward some concrete suggestions on how to further optimize the teaching of historical figures in senior high schools. The paper is divided into three parts, introduction, text and conclusion, in order to provide an effective reference for the teaching activities of senior high school historical figures. From the perspective of history, the teaching of historical figures is an important part of history teaching. Teachers and students should understand the role of people in history and their status and value. Starting from the three-dimensional goals of knowledge and ability, process and method, emotional attitude and values, this paper systematically analyzes the role of students in learning history figures. According to the standard of history curriculum and the requirements of the national unified examination of enrollment in colleges and universities, it is further explained that historical figures play an important role in history teaching. At present, high school history figures teaching has made certain achievements, but there are still many problems. This paper analyzes the current teaching situation of historical figures in senior high school from three aspects: teaching material, teaching method and learning situation. In terms of teaching materials, this paper analyzes the Yuelu version of senior high school history compulsory textbooks, from the historical figures gender, region, category, the era, the textbook description and other aspects of quantitative research. In terms of teaching methods, this paper sampled 25 students from Xi'an No. 11 Middle School, and interviewed many history teachers, such as Guo Fubin and Xu Zicheng, on the teaching content, teaching process and teaching language of historical figures. The teaching effect and other aspects of comparative study. In the aspect of learning, this paper investigates students' interest in learning, attitude of historical figures, after-school reading and knowledge reserve. Through a series of data analysis, summed up the high school historical figures teaching achievements and shortcomings. In view of the problems existing in the teaching of historical figures, this paper puts forward some suggestions. As far as the compilation of teaching materials is concerned, editors should select the contents, open their horizons, and distinguish between them. As far as teacher teaching is concerned, teachers should first fully understand the importance of historical figures and pay attention to the learning needs of students. Secondly, they should adhere to the five major principles of restoring historical scenes, paying attention to the development and changes of historical figures, and grasping the details of historical figures. Using the contrast method, the author has realistic vision, and the third is to optimize the method. This paper enumerates the teaching cases of many history teachers, which can be used for reference. As far as students are concerned, students should try their best to read extensively, think clearly, communicate and communicate with their friends in their study life, and form healthy and positive values of life attitude. This study has important theoretical and practical significance for the practical completion of historical figures teaching tasks and the teaching function of historical figures in high school classroom practice.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.51

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本文編號(hào)：1924399