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中学历史教学离不开史料的运用,史料是人们把握真实历史的客观依据和物质基础。因此在教学中,应充分发掘史料的价值与功能:首先以史料为路,引入正题;其次,以史料为阶梯,巧妙突破课文的重、难点。同时引用和补充史料的时候也要有一定的原则。 相似文献
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史料是人类历史发展过程中留下的痕迹,人们对历史的认知来源于史料。课程改革以来,史料教学在中学历史课堂教学中的价值日益凸显,史料教学法能够充分地发挥学生学习的主动性,有利于培养学生的历史探究能力,提高学生的历史学科素养。本文结合高中历史课堂教学实践谈谈史料的选择和使用。一、选择史料的原则1．科学性史料浩如烟海。在教学过程中引入史料,要注意史料的来源,确保史料的科学性。最好从史学原著中选取材料,如果材料出自史学论文,选取材料时一定要注意文章的整体内涵,不管是何种类型的史料,使用时请注明出处。对于文学作品、影视作品中的内容选择一定要谨慎,以免以偏概全,甚至误读历史。2．典型性由于课堂教学时间有限,史料的选择和运用要围绕教学重难点来进行,教师要在不违背科学性的前提下对所掌握的史料进行必要的删减,有针对性地引入和使用材料,用最短的时间达到最好的教学效果。 相似文献
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一、如何引入概念初中学生年龄小,生活经验少,在他们刚学物理时,教师能否很自然地引进物理概念是极其重要的。我认为一个概念的引入要让学生明确这样几个问题: 1.为什么要引入这个概念; 2.这个概念引入后它反映了事物的什么共同性质; 相似文献
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物理概念是整个物理科学知识的基础,概念学习也是整个物理课程教学的关键。在引入概念时,要让学生弄清“为什么”;在理解概念时,要让学生明确“是什么”;在运用概念时,要让学生明白“干什么”。 相似文献
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许英变 《忻州师范学院学报》1999,(4)
培养中专学生学习物理的兴趣,要利用各种有效的教学方法,引入新课;要充分认识学生的主体地位,让学生参与教学的全过程;要把竞争意识幽默举例,融于课堂教学中;要贴近生活,将“土”仪器用于课堂实验中,使学生对物理产生亲近感,激发学习兴趣,调动积极性,提高物理教学质量。 相似文献
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AbstractThe notion of historical thinking has in recent years become popular in research on history education, particularly so in North America, the UK and Australia. The aim of this paper is to discuss the cognitive competencies related to historical thinking, as expressed by some influential Canadian researchers, as an history educational notion from two aspects: what is historical thinking and what does it mean in an educational context, and what are the consequences of historical thinking for history education? Our discussion will focus on possible implications of this approach to history education regarding what should be taught in history classrooms and why. By focusing on the notion of historicity, we want to argue that while a focus on a more disciplinary approach to history education is welcome, we think that more attention should be given to what could qualify as a disciplinary approach. We further argue historical thinking and the history educational challenge should be understood as wider and more complex than what history education informed by historical thinking entails. 相似文献
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Historical perspective taking: A standardized measure for an aspect of students' historical thinking
Researchers widely agree that learning history should involve more than learning historical facts and should include competencies of historical thinking. Various models of historical thinking view students' competency to take historical perspectives as a standard in history education. In this study we introduce a standardized measure for historical perspective taking (HPT) consisting of a short scenario set in the German Weimar Republic. We assessed students' HPT by using rating scales; our data were obtained in grammar schools from 170 German 10th graders. Latent class analyses identified three types of students with similar profiles of HPT. One was present-oriented and two showed more or less contextualized historical thinking. Students' history grades were connected to their HPT competency. We discuss limitations of the study and argue for further research on measures assessing students' historical thinking. 相似文献
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北京师范大学版初中数学教材中数学史的研究 总被引：3，自引：0，他引：3
数学史对数学教育有重要的价值,但目前对实验教材中数学史的内容与颁布现状的研究很少.北师大版初中数学教材前3册中数学史料不仅在量上有所增加,而且选材的视角有所拓展,呈现方式更为丰富,分布范围更为广泛,但教材在数学史料的平民化、文化多元化上应做出进一步思考. 相似文献
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A. Marwick 《Learning, Media and Technology》1985,11(2):107-113
Conventionally, television history programmes are made by first settling on a story line, then looking around for visual material to illustrate it, without any attempt to analyse what is being seen on the screen. Visual evidence is in itself of great value in historical study; television programmes should concentrate on those areas where there is a richness of visual source material and should be built up, outwards as it were, from that source material. This is the principle underlying the series of eight Open University programmes entitled Britain and America: some visual evidence, which is an integral part of the new history course Comparative Themes in British and American History. Some of the programmes concentrate strongly on the problems and techniques involved in the critical analysis of different types of visual source; others concentrate almost exclusively on bringing out the value of particular visual sources in making a special contribution to an important historical problem. The programmes invite critical responses from students who require material in the programmes to deal with assignments set elsewhere in the course, and direct analysis is provided by an academic seen clearly in vision. While it would never be possible to deal comprehensively with any historical topic through television alone, nonetheless history could be presented on general television in a more authentic way if the conventions and cliches of traditional television production were jettisoned in favour of a recognition of the potency of visual sources properly and critically handled. 相似文献
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历史文化名城是历史文化的长期积淀,它首先以物质空间形态向人们表达其文化内涵.另外,历史文化名城也包括具有地方特色的风土人情、历史人文环境、历史典故等.对历史文化名城的环境保护,应该用发展变化的观点来看待并解决其中存在的问题,这样才能最终得到有效保护历史文化名城环境的目的. 相似文献
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后现代史学观在对于历史研究产生深刻影响的同时,也将历史的视角延伸到社会科学研究的各个方面。教育研究一直以来十分重视历史的视角,发现并挖掘大量关于教育内部和外部变化的因素。后现代史学观应该而且也必须成为教育研究中不可忽视的一个侧面。借助后现代史学观的视角书写教育史,可以更深刻地认识和了解教育的复杂性。 相似文献
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传统社会历史批评的历史观服从于历史总体性的规约．服从于历史宏大叙事的逻辑原则。而新的历史观则认为历史是一种阐释，具有开放性，它服从于阐释者的理论视城和立场。传统社会历史批评的文学观基于它的历史观，文学因此被历史化了，文学叙事具有历史元叙事的特征。而新的文学观则强调文学的叙述功能，叙事是一种象征，文学与生活的关系不是反映关系而是想像关系。社会历史批评应该在新的历史语境下吸收新的理论养料完成对自身的改变和补充。 相似文献
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马克思恩格斯对自然的研究具有着不同视角：马克思从现实的人的劳动实践出发,强调人与自然物质变换的社会历史条件,是一种辨证的历史观;恩格斯则从自然发展的历史考察自然,利用自然科学的成果揭示自然界的普遍联系和辩证发展,强调自然是由近现代自然科学得以说明的统一的和发展的物质世界,是一种辨证的自然观。 相似文献
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启良 《衡阳师范学院学报》2006,27(5):1-11
几千年来的中国思想史,由于特殊的历史条件和文化背景,自然地形成了如下几个重大的思想史难题:一、道德主体何以证立;二、内圣外王如何贯通;三、生命意义何以在学理上予以说明。对于这些难题,古来多少思想家都在论说,就连现代新儒家诸贤亦竭尽心力。可时至今日,惟有三百年前的衡阳王子给出了合理的解答。他通过对“气”这一范畴的独特理解,构建起一座以历史本体论为骨架的哲学大厦,且凭此而对诸如政治、经济、历史、道德、宗教等论域提出了全新的解释模式,其见解之深刻,观念之现代,远在20世纪的熊十力、牟宗三等人之上:对于这样一份厚重而又富有现代价值的思想遗产,吾人实应将其宣扬于世界,功德于现实。 相似文献
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吴延娟 《安庆师范学院学报(社会科学版)》2010,29(12):114-117
历史新课标实施以来,高考命题发生了诸多变化,文明史观成为新的命题依据。在这种形势下,高考复习要以文明史观为指导,帮学生弄清文明史观的内涵,按照文明的不同领域来梳理整合课程内容。 相似文献