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20世纪90年代,在素质教育的推动下,历史学科更加注重突出学生能力的培养,相应的高考改革《考试说明》中开始关注历史学科能力的考察。21世纪初新课程改革关于教学目标的表述,由过去的知识传授,能力培养和思想教育三大任务,变为今天的知识与能力、过程与方法、情感态度与价值观三维目标,隐含教育理念的改变,开始关注一个完人的培养和发展,这就是要培养学生的问题意识、怀疑精神。本文就将近二十年不同背景下倡导的历史思维进行梳理,以探究其嬗变过程,
In the 1990s, under the impetus of quality education, historical subjects paid more attention to the cultivation of students’ abilities. In the corresponding Examination Reform of College Entrance Examination, the history examinations began to pay attention to the ability of history subject. The new curriculum reform at the beginning of the 21st century on the teaching objectives of the statement, from the past knowledge transfer, capacity-building and ideological education three major tasks into today’s knowledge and ability, process and method, emotional attitude and values of the three-dimensional goals, implicit educational philosophy Change, began to pay attention to a perfect training and development, which is to develop students’ awareness of the issue, the spirit of doubt. This article sorts out the historical thinking advocated under different backgrounds for nearly two decades in order to explore its evolution process,