运用年代尺提升历史学科核心素养的实践研究
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摘要
年代尺简洁直观,在历史教学中运用年代尺的目标是要提升学生历史学科核心素养。在年代尺上利用历史时序在宏观和微观层面建构时空观念,培养唯物史观和家国情怀等核心素养;借鉴数学坐标轴来呈现历史事件发展的全过程,从而揭示历史的发展规律。年代尺教学有助于学生克服混淆历史人物、事件与年代的现象,把握历史事件间的联系,认清历史发展的规律。
Chronology is concise and intuitive. The goal of using chronology in history teaching is to improve students' core competencies of history. In the chronological scale,we use historical time series to construct such core competencies as time-space concept,historical materialism,family and national feelings from macro and micro levels,and use mathematical coordinate axes to present the whole process of historical event development,thus revealing the law of historical development. The teaching with chronology helps students overcome the phenomenon of crossing different historical periods at will,grasp the connection of historical events,understand the law of historical development,and exercise their practical ability to do chronometer. In the historical exploration of chronology,students' historical thinking ability and the essential character of their national feelings can be enhanced.
Chronology is concise and intuitive. The goal of using chronology in history teaching is to improve students' core competencies of history. In the chronological scale,we use historical time series to construct such core competencies as time-space concept,historical materialism,family and national feelings from macro and micro levels,and use mathematical coordinate axes to present the whole process of historical event development,thus revealing the law of historical development. The teaching with chronology helps students overcome the phenomenon of crossing different historical periods at will,grasp the connection of historical events,understand the law of historical development,and exercise their practical ability to do chronometer. In the historical exploration of chronology,students' historical thinking ability and the essential character of their national feelings can be enhanced.
引文
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[2]金明强.年代尺:培养学生历史时序观念的有效载体[J].课程教学研究,2017(9).
[3]马维林.我们赖以认识历史的“时空观念”阐释[J].历史教学,2017(3).
[4]陈微波.运用年代尺理解历史发展的时序性[J].中学政史地,2010(12).
[5]陈其.美国高中世界历史教科书的特点与启示[J].历史教学,2012(1).
[6]贺千红.历史学科核心素养及培养途径初探[J].历史教学,2016(2).
[7]马曙慧.历史之“时”:谈时间思维能力的培养[J].课程·教材·教法,2012(2).