高中历史时空观念素养水平1-4解读与教学建议
|
摘要
时空观念素养是历史学科本质的体现,是五大核心素养中最基础的素养。通过对精选的高考试题的分析,对时空观念素养及水平1、2、3、4的内涵做了深入解读:辨识时空的表达方式、理解其意义,并在历史叙述中恰当运用;分析研究史事及其所处的时空环境,将史事进行"时空定位",在时空变换中认识史事发生的来龙去脉、厘清关联,概括史事演进发展的过程;能够在不同的时空框架下对史事作出合理解释。并提出相关建议,推动时空观念素养在教学实践中转化与落地。
The space-time concept competency is the embodiment of the essence of history subject and the most basic one of the five core competencies.Through the analysis of the selected college entrance examination questions, this paper deeply interprets the connotation of space-time concept competency and level 1-4: identify the expression mode of time and space, understand its significanceand apply it properly to historical narration.By analyzing and studying historical eventsand environment of historical events in time and space, it is helpful to understand the context of historical events in the transformation of time and space, clarify the relationship, and summarize the process of evolution and development of historical events to make a reasonable explanation of historical events in different time and space frameworks.It also puts forward some suggestions to promote the transformation and implementation of space-time concept competency in teaching practice.
The space-time concept competency is the embodiment of the essence of history subject and the most basic one of the five core competencies.Through the analysis of the selected college entrance examination questions, this paper deeply interprets the connotation of space-time concept competency and level 1-4: identify the expression mode of time and space, understand its significanceand apply it properly to historical narration.By analyzing and studying historical eventsand environment of historical events in time and space, it is helpful to understand the context of historical events in the transformation of time and space, clarify the relationship, and summarize the process of evolution and development of historical events to make a reasonable explanation of historical events in different time and space frameworks.It also puts forward some suggestions to promote the transformation and implementation of space-time concept competency in teaching practice.
引文
[1]教育部.普通高中历史课程标准(2017年版)[M].北京:人民教育出版社,2018.
[2]范忠信.“亲属容隐”原则与当代中国刑事法制的人伦回归[J].法学,2015(1).
[3]潘文华,刘贵占.社会制度变迁视域下“孟子论舜”的再思考[J].学术交流,2014(8).
[4]刘平.“下南洋”:晚清中国人走向世界的艰辛历史[N].北京日报,2014-03-10(019).
[5]杜尚荣.论教学何以成为一种“改变”[J].天津师范大学学报(基础教育版),2017(2).
[6]吴国璋.唯物史观视野中的时空范畴[J].广东社会科学,1999(4).
[7]张政文.历史的三种时间量度与三种理解范式[J].中国社会科学,2011(2).
[8]郑宏卫.论社会历史时空[J].探索,1998(6).
[9]张耕华.历史教学中的时空问题[J].历史教学,2018(2).
[10]赵红军.气候变化是否影响了我国过去两千年间的农业社会稳定?——一个基于气候变化重建数据及经济发展历史数据的实证研究[J].经济学(季刊),2012(2).
[2]范忠信.“亲属容隐”原则与当代中国刑事法制的人伦回归[J].法学,2015(1).
[3]潘文华,刘贵占.社会制度变迁视域下“孟子论舜”的再思考[J].学术交流,2014(8).
[4]刘平.“下南洋”:晚清中国人走向世界的艰辛历史[N].北京日报,2014-03-10(019).
[5]杜尚荣.论教学何以成为一种“改变”[J].天津师范大学学报(基础教育版),2017(2).
[6]吴国璋.唯物史观视野中的时空范畴[J].广东社会科学,1999(4).
[7]张政文.历史的三种时间量度与三种理解范式[J].中国社会科学,2011(2).
[8]郑宏卫.论社会历史时空[J].探索,1998(6).
[9]张耕华.历史教学中的时空问题[J].历史教学,2018(2).
[10]赵红军.气候变化是否影响了我国过去两千年间的农业社会稳定?——一个基于气候变化重建数据及经济发展历史数据的实证研究[J].经济学(季刊),2012(2).