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近年来,随着我国经济与文化的快速发展,对于教育领域的关注程度开始增加,对师范教育尤为重视。步入21世纪之后,依据我国当下师范教育的走势和社会对教师素质需求的改变,师范教育的规划与发展开始改革,将师范教育修业年限合并为五年制,即所谓的“五年一贯制师范”。这就要求在沿袭过去教育模式的基础上,加强对高职专业课的要求,使教学内容充满深度,这种过渡为历史教学带来的影响尤其明显,特别是在历史人物的认知、探析教学方面。对历史人物的正确认知不仅关乎学生对历史教学内容、历史真相、历史重要事件和历史发展的理解和认识,更重要的是关乎学生人生观、历史价值观、世界观的形成。因此,根据学生的认知水平,引导学生正确掌握对历史人物的基本认知方法和客观评议角度是非常重要的。本文主要探析五年制(高职)师范历史教学对历史人物的认知。
In recent years, with the rapid economic and cultural development in our country, the degree of attention to the field of education has begun to increase, paying particular attention to teacher education. After entering the 21st century, according to the current trend of normal education in our country and the change of social demand for teachers’ qualities, the planning and development of teacher education began to reform, and the years of teacher education were merged into a five-year system. The so-called “ System teacher ”. This requires that the teaching content should be deepened on the basis of following the past education mode and making the teaching content full of depth. This transition is particularly significant for the history teaching, especially in the cognition and analysis of historical figures aspect. Correct cognition of historical figures not only concerns students’ comprehension and understanding of history teaching contents, historical truths, historical important events and historical development, but also more importantly relates to the formation of student life outlook, historical values and world outlook. Therefore, according to the students’ cognitive level, it is very important to guide students to correctly grasp the basic cognitive methods and objective assessment of historical figures. This article mainly probes into the cognition of historical figures in five-year (higher vocational) teacher history teaching.