用“史识”濯亮学生的人生格局
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摘要
历史学由史实、史论和史识构成。当前的历史教学中,史实和史论普及度高,成为教科书编排和当今历史教学的主体。史识比重严重不足,客观上影响了历史学科核心素养的培育。在历史教学中,帮助学生认识史识、解读自我,诠释史识、掌握方法,生成史识、思考未来,能够打开学生的人生格局,提升学生的关键能力,培育历史学科核心素养。
History consists of history facts, history review and history cognition. In current history teaching, history facts and history review are highly popularized, which are the main parts of the textbooks and history teaching. However, there are not enough proportions of history cognition, which objectively affects the cultivation of the core accomplishments of history. In history teaching, teachers should help students learn about history cognition and interpret themselves, explain history cognition and master the techniques, and generate history cognition and think about the future, so that students can expand their patterns of life, improve their key ability, and cultivate their core accomplishments of history.
History consists of history facts, history review and history cognition. In current history teaching, history facts and history review are highly popularized, which are the main parts of the textbooks and history teaching. However, there are not enough proportions of history cognition, which objectively affects the cultivation of the core accomplishments of history. In history teaching, teachers should help students learn about history cognition and interpret themselves, explain history cognition and master the techniques, and generate history cognition and think about the future, so that students can expand their patterns of life, improve their key ability, and cultivate their core accomplishments of history.
引文
[1][2]阙永根.初中生史识能力的培养策略[J].中国教学参考,2017(9).
[3]王子今.“史识”与计算机“利器”[J].史学月刊,2015(1).
[4]张岩.从“史实”到“史识”:中学历史学习重心的转向[J].历史教学,2015(21).
[3]王子今.“史识”与计算机“利器”[J].史学月刊,2015(1).
[4]张岩.从“史实”到“史识”:中学历史学习重心的转向[J].历史教学,2015(21).