高中歷史教學(xué)中時(shí)空觀念的培養(yǎng)策略

1、高中歷史教學(xué)中時(shí)空觀念的培養(yǎng)策略歷史教育碩士論文（優(yōu)秀6篇）之第三篇摘 要隨著課程改革的不斷深化，歷史課程目標(biāo)由三維目標(biāo);發(fā)展為五大核心素養(yǎng);，時(shí)空觀念作為歷史學(xué)科培養(yǎng)目標(biāo)和核心素養(yǎng)之一，越來(lái)越得到學(xué)術(shù)界的重視。對(duì)時(shí)空觀念概念方面的闡釋是進(jìn)行論文研究的必要步驟。首先，對(duì)概念的闡釋要與具體的歷史學(xué)科內(nèi)容、歷史學(xué)科目標(biāo)相結(jié)合。其次，歷史學(xué)科具有綜合性、整體性、復(fù)雜性等特點(diǎn)，對(duì)概念的闡釋要與歷史學(xué)科的特點(diǎn)相結(jié)合，從而進(jìn)一步促進(jìn)學(xué)生學(xué)科核心素養(yǎng)的培養(yǎng)以及歷史思維的形成。關(guān)于時(shí)空觀念培養(yǎng)必要性的研究，第一，研究必要性就要明確具體的培養(yǎng)目標(biāo)。培養(yǎng)時(shí)空觀念的目標(biāo)具體可劃分為認(rèn)識(shí)和理解、說(shuō)明和總結(jié)、區(qū)分和利用

2、、探究和提升四個(gè)層面。第二，在培養(yǎng)必要性方面還要關(guān)注學(xué)科核心素養(yǎng)。時(shí)空觀念是歷史學(xué)科核心素養(yǎng)之一，是高中生應(yīng)該具備的學(xué)科基本能力。第三，歷史學(xué)科具有綜合性、整體性、復(fù)雜性等特點(diǎn)，歷史課程內(nèi)容、歷史課程目標(biāo)、歷史教材等均充分體現(xiàn)著這些特點(diǎn)。歷史時(shí)空觀念的培養(yǎng)切合歷史學(xué)科的特點(diǎn)，能幫助學(xué)生進(jìn)一步理解歷史學(xué)科知識(shí)。第四，由于教材編制的變更、當(dāng)代部分歷史教師對(duì)歷史時(shí)空觀念的認(rèn)識(shí)存在偏差、歷史課堂忽視培養(yǎng)核心素養(yǎng)的重要性，使高中歷史課堂中時(shí)空觀念的培養(yǎng)依舊存在很多問(wèn)題，這些問(wèn)題急需得到重視和解決。探索培養(yǎng)時(shí)空觀念過(guò)程中存在的問(wèn)題，需要對(duì)培養(yǎng)現(xiàn)狀進(jìn)行問(wèn)卷調(diào)查。文章基于已有的相關(guān)學(xué)術(shù)研究成果和自身教學(xué)實(shí)習(xí)經(jīng)

3、驗(yàn)，采取問(wèn)卷調(diào)查的方式，對(duì)培養(yǎng)現(xiàn)狀進(jìn)行調(diào)查。問(wèn)卷調(diào)查主要從教師教學(xué)、學(xué)生學(xué)習(xí)、教材與新課改等方面進(jìn)行，并根據(jù)調(diào)查結(jié)果，從上述幾個(gè)方面發(fā)現(xiàn)問(wèn)題。通過(guò)對(duì)問(wèn)題的分類(lèi)和整理，總結(jié)出教師教學(xué)和學(xué)生學(xué)習(xí)中存在的問(wèn)題，并針對(duì)不同情況提出不同的培養(yǎng)策略。要培養(yǎng)高中生的歷史時(shí)空觀念，首先，要培養(yǎng)學(xué)生的歷史時(shí)空思維。培養(yǎng)歷史思維的基礎(chǔ)是對(duì)歷史知識(shí)學(xué)習(xí)，而歷史學(xué)科知識(shí)與其他學(xué)科知識(shí)又是密切相關(guān)的。因此，培養(yǎng)學(xué)生的歷史時(shí)空思維是歷史學(xué)科知識(shí)與語(yǔ)文、地理等學(xué)科知識(shí)相結(jié)合的過(guò)程。在這個(gè)過(guò)程中，一方面要求歷史教師具有豐厚的知識(shí)底蘊(yùn)；另一方面，學(xué)生要在學(xué)習(xí)過(guò)程中找到適合自己的學(xué)習(xí)方法。其次，培養(yǎng)學(xué)生的歷史時(shí)空觀念還要注重對(duì)歷

4、史時(shí)空觀念的運(yùn)用。要樹(shù)立正確的歷史時(shí)空觀念，在歷史知識(shí)中認(rèn)識(shí)和理解時(shí)空觀念，并學(xué)會(huì)用時(shí)空觀念指導(dǎo)歷史學(xué)習(xí)。最后，文章結(jié)合了課堂教學(xué)的具體實(shí)例來(lái)進(jìn)一步證明論點(diǎn)，并在教學(xué)實(shí)踐中不斷進(jìn)行反思，從而發(fā)現(xiàn)新的問(wèn)題，提出新的觀點(diǎn)。時(shí)空觀念的培養(yǎng)不僅可以提升學(xué)生的學(xué)習(xí)效率和學(xué)習(xí)興趣，而且可以擴(kuò)展學(xué)生的知識(shí)面，幫助學(xué)生找到合適的學(xué)習(xí)方法。從而提升學(xué)生的核心素養(yǎng)，促進(jìn)全面、立體的歷史思維形成。關(guān)鍵詞：高中,歷史教學(xué),時(shí)空觀念,調(diào)查問(wèn)卷AbstractWith the continuous deepening of curriculum reform, the historical curriculumobjec

5、tives have evolved from three-dimensional goals; to five core literacy;As oneof the historical subject training objectives and core literacy, the concept of time andspace has received more and more attention from the academic circlesThe elaborationof the concept of time and space is a necessary step

6、 in the research of the thesisFirstof all, the interpretation of the concept should be combined with the specific historicalsubject content and historical subject objectivesSecondly, the history subject has thecharacteristics of comprehensiveness, integrity and complexity The interpretation ofthe co

7、ncept should be combined with the characteristics of the subject of historicalsubjectThereby further promoting the cultivation of students core literacy and theformation of historical thinkingThe study on the necessity of cultivating concept of time and space, first, thenecessity of research need to

8、 be clear about specific training objectivesThe specificgoal of cultivating the concept of time and space can be divided into four levels:cognition and understanding, explanation and summary, differentiation and utilization,exploration and promotionSecond, we must pay attention to the core literacy

9、of thediscipline in terms of the necessity of trainingThe concept of time and space is one ofthe core literacy of history subjects, and it is the basic ability of high schoolstudentsThird, history disciplines are characterized by comprehensiveness, integrity,and complexity Historical curriculum cont

10、ent, historical curriculum objectives, andhistorical textbooks fully reflect these characteristicsThe cultivation of historicalconcept of time and space is in line with the characteristics of historical disciplinesand can help students to further understand the knowledge of historicalsubjectsFourth,

11、 due to the changes in the compilation of teaching materials, thecontemporary teachers of history have a biased understanding of historical time andspace concepts, and the neglect of the importance of cultivating core literacy inhistorical classroomsThere are still many problems in the cultivation o

12、f concept oftime and space in high school history classrooms,these issues urgently need to beaddressed and resolvedTo explore the problems in the process of cultivating the concept of time andspace, it is necessary to conduct a questionnaire survey on the status quo ofcultivationBased on the existin

13、g academic research results and experience of teachingpractice, the article adopts a questionnaire survey to investigate the current situationof trainingThe questionnaire survey mainly carried out from the aspects of teacherteaching, student learning, teaching materials and new curriculum reform, an

14、d basedon the survey results, found problems from the above aspectsClassify and sort out theproblems found; summarize the problems existing in teacher teaching and studentlearning, and propose different training strategies for different situationsTo cultivate the concept of historical time and space

15、 of high school students,first of all, it is necessary to cultivate students historical time and space thinking Thebasis for cultivating historical thinking is the study of historical knowledge, which isclosely related to other subject knowledgeTherefore, the cultivation of studentshistorical time-s

16、pace thinking is a process of combining historical subject knowledgewith Chinese, Geography and other subject knowledgeIn this process, on the onehand, history teachers are required to have rich knowledge; on the other hand,students should find a suitable learning method in the process of learningSe

17、condly,the cultivation of students concept of historical time and space should also payattention to the use of concept of historical time and space It is necessary to establisha correct concept of historical time and space, to understand and understand theconcept of time and space in historical know

18、ledge, and to learn to use concept of timeand space to guide historical learningFinally, the article combines concrete examplesof classroom teaching to further prove the arguments, and constantly reflect on theteaching practice, so as to discover new problems and propose new ideasThe cultivation of

19、concept of time and space can not only improve studentslearning efficiency and interest, but also expand students knowledge and helpstudents find suitable learning methods Thus improving students core literacy andpromoting the formation of comprehensive and three-dimensional historical thinkingKey w

20、ords: senior high school；history teaching；concept of time and space；questionnaire survey目 錄第一章 歷史時(shí)空觀念的概念界定時(shí)間與空間對(duì)于我們來(lái)說(shuō)并不陌生，我們印象中的時(shí)間通常為歷史事件發(fā)生準(zhǔn)確的、特定的某一瞬間或某一時(shí)間段。對(duì)于歷史中空間的概念，我們通常理解為某一歷史事件發(fā)生的具體的地理位置。而歷史的時(shí)空觀念絕不僅僅是這么簡(jiǎn)單的概念，它有其獨(dú)特的特性，并且包含了獨(dú)特的歷史發(fā)展規(guī)律。對(duì)概念的整理和探索是進(jìn)行問(wèn)題研究的首要前提。一、時(shí)間觀念的定義對(duì)于歷史時(shí)間的界定，趙恒烈曾說(shuō)過(guò)：時(shí)間是歷史前進(jìn)路上的標(biāo)尺，它永

21、遠(yuǎn)單向勻速地運(yùn)動(dòng)著，不偏不私地給予每個(gè)人、每個(gè)民族和每個(gè)國(guó)家。;他認(rèn)為時(shí)間是客觀的、均等的，然而在相同的時(shí)間中每個(gè)人、每個(gè)民族、每個(gè)國(guó)家的發(fā)展?fàn)顩r是不同的；時(shí)間是一維的，然而在時(shí)間內(nèi)發(fā)生的歷史事件對(duì)歷史進(jìn)程的影響卻是多維的。何成剛，沈?yàn)榛郏悅ケ诘热藙t認(rèn)為時(shí)間觀念的內(nèi)涵多體現(xiàn)在時(shí)序觀念方面。他們提出要在教學(xué)中著重培養(yǎng)時(shí)序觀念，并認(rèn)為這是中外歷史研究與教學(xué)均應(yīng)重視的一項(xiàng)基礎(chǔ)性任務(wù)。此外，三人還在相關(guān)書(shū)籍與文章中舉出多樣的、詳細(xì)的教學(xué)案例，對(duì)時(shí)序觀念培養(yǎng)的意義和策略進(jìn)行論證和補(bǔ)充。王廷科對(duì)時(shí)間觀念的內(nèi)涵提出了新的見(jiàn)解，他認(rèn)為：科學(xué)的時(shí)間概念應(yīng)當(dāng)是年代的時(shí)間概念和邏輯的時(shí)間概念的統(tǒng)一。;并指出了教學(xué)

22、中由于學(xué)生對(duì)年代時(shí)間進(jìn)行不理解的死記硬背，導(dǎo)致學(xué)生無(wú)法理解、掌握時(shí)間概念完整的、科學(xué)的含義。藺子武在時(shí)空觀念的形成和歷史教學(xué)一文中對(duì)王廷科的觀點(diǎn)表示贊同，并提出了新的見(jiàn)解，他認(rèn)為科學(xué)的時(shí)間概念具有兩層不同的含義。第一個(gè)是屬于表面層次的、具體的年代時(shí)間概念；第二個(gè)是屬于隱含層次的、多維的邏輯時(shí)間概念。關(guān)于兩種層次概念的關(guān)系，他指出：只有把年代的時(shí)間概念和邏輯的時(shí)間概念二者統(tǒng)一起來(lái),才能形成完整而科學(xué)的時(shí)間觀念。;可見(jiàn)，藺子武、王廷科二者認(rèn)為歷史教學(xué)中時(shí)間概念不僅僅是簡(jiǎn)單的歷史事件發(fā)生的時(shí)間代碼，還是歷史事件聯(lián)系、歷史發(fā)展演變的邏輯線(xiàn)。歷史時(shí)間是一維的，而時(shí)間內(nèi)發(fā)生的歷史事件對(duì)歷史進(jìn)程的影響是多維

23、的。綜上所述，可見(jiàn)學(xué)者們對(duì)歷史時(shí)間概念的界定至今都沒(méi)有形成統(tǒng)一的思想體系，無(wú)論是時(shí)序概念還是邏輯歷史時(shí)間概念，都只是時(shí)間概念的一部分，不能代表整個(gè)歷史時(shí)間觀念。對(duì)于歷史教學(xué)中的時(shí)間觀念，應(yīng)與教學(xué)中的各種因素結(jié)合起來(lái)。由于真正的歷史時(shí)間本身具有深刻的含義，所以在教學(xué)中它也具有豐富的內(nèi)涵。因此，我們首先要明確歷史教學(xué)中的時(shí)間觀念不是對(duì)歷史事件發(fā)生的具體時(shí)間點(diǎn)、時(shí)間段的死記硬背、不是歷史事件發(fā)生的具體年月日的記載，也不是簡(jiǎn)單的對(duì)歷史年代表的表述。其次，歷史教學(xué)中的時(shí)間觀念和歷史教材的編排是密切相關(guān)的，任何歷史教材的編制都離不開(kāi)時(shí)間觀念。只有理解歷史時(shí)間的深刻含義，并將其融入歷史教材中，才能體現(xiàn)出歷史

24、教材的特點(diǎn)，從而進(jìn)一步凸顯出歷史時(shí)間觀念的復(fù)雜性和獨(dú)特性。最后，在課程培養(yǎng)目標(biāo)方面，時(shí)空觀念是歷史學(xué)科核心素養(yǎng)之一，而時(shí)間觀念是時(shí)空觀念的重要組成部分，正是高中生應(yīng)該達(dá)成的培養(yǎng)目標(biāo)。此外，還應(yīng)注意時(shí)間和空間是相互依存的，在歷史課堂教學(xué)中培養(yǎng)學(xué)生深刻理解歷史時(shí)間觀念的能力，要將時(shí)間觀念和空間觀念有機(jī)結(jié)合起來(lái)進(jìn)行講解，不可將二者分割。二、空間觀念的定義歷史時(shí)間和空間從來(lái)都是相互依存的，人類(lèi)歷史文明的發(fā)展也是時(shí)間和空間結(jié)合的產(chǎn)物，空間觀念在歷史教學(xué)中扮演著重要角色。王廷科認(rèn)為歷史空間概念有兩層含義：首先是指歷史的地理概念地理環(huán)境和地理位置。歷史的空間概念的另一含義,是與地理環(huán)境相關(guān)聯(lián)的歷史活動(dòng)的社會(huì)環(huán)境,即事件與事件之間、局部和全局之間的相互關(guān)系。;要求在歷史教學(xué)與學(xué)習(xí)的過(guò)程中注重地理環(huán)境、社會(huì)環(huán)境對(duì)歷史發(fā)展進(jìn)程的影響。藺子武則是把空間概念哲學(xué)化、物理化，認(rèn)為空間是客觀存在的，是各種事物特性與存在狀態(tài)的體現(xiàn)。對(duì)于具體的、歷史的空間概念，他在時(shí)空觀念的形成和歷史教學(xué)一文中指出：就歷史的空間問(wèn)題而言,主要指歷史現(xiàn)象、歷史事件發(fā)生的特定地理?xiàng)l件、環(huán)境、位置以及歷史人物活動(dòng)的社會(huì)場(chǎng)所。;認(rèn)為地理