| 高中历史教学中历史理解的建构 |
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| 引用本文： | 马维林.高中历史教学中历史理解的建构[J].当代教育与文化,2018(3):64-68. |
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| 作者姓名： | 马维林 |
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| 作者单位： | 江苏省南菁高级中学,江苏江阴,214437 |
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| 基金项目： | 全国教育科学 "十二五" 规划2015年度教育部重点课题 "基于优秀传统文化的普通高中美育课程整合研究"(DHA150328) 的子课题——江苏省中小学教学研究课题 (2015年度) "审美视野下的高中历史教学情感态度与价值观目标的实践研究" (2015JK11-L038) 的阶段成果 |
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| 摘 要： | 历史理解是全面理解和认识过去的思想方法,是历史学科的关键能力.历史理解的内涵应从史学本体论、史学认识论和史学方法论等三个维度进行建构.史学本体论居于主导地位,史学本体论和史学认识论是史学方法论的基础.历史理解的目标指向必然从基于事实的探究走向敞现关系和意义的理解,主要包括历史事实的澄清与建构、历史叙事的理解与辨析、历史价值的追问与阐发三个互相联系、逐层递进的目标.
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| 关 键 词： | 历史教学 历史理解 内涵 目标 history teaching history understanding connotation goals |
Construction of History Understanding in High School History Teaching |
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| MA Wei-lin.Construction of History Understanding in High School History Teaching[J].Contemporary Education and Culture,2018(3):64-68. |
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| Authors: | MA Wei-lin |
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| Abstract: | History understanding , as an important indicator of proficiency in history course , is a thinking method that contributes to forming a comprehensive understanding towards past . The connotation of history understanding should be built from three dimensions :history ontology , history epistemology and history methodology , with history ontology playing a dominant role , while history ontology and history epistemology laying the foundation . In such context , history understanding is bound to shift from relying on facts to understanding their relations and significance , which consists of three inter-related and progressive goals :clarification and construction of historical facts , understanding and distinguishing historical narratives , and questioning and illustrating historical value . |
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