历史知识类型与中学历史知识的有效传授 _ 以闵行中学历史教学实验为例.pdfVIP

论 文 摘 要 中学历史教学中存在教师无法有效传授历史知识的现象。这种现象是由于教 师对历史知识类型的认识不足引起的。所谓历史知识的有效传授，亦即教师能够 既有效率又有效果地把中学历史知识教给学生。如果教师想既有效率又有效果地 传授历史知识，必须首先明确所要传授的知识类型，以便制订正确的目标和使用 正确的方法。 目前对于历史知识分类的方式有三种，第一种建立在心理学称为狭义知识的 定义基础上，后两种建立在心理学称为广义知识的定义基础上。第一种分类方式 被教师所熟悉和应用，而后两种分类方式是教师所不熟悉的。因此，让教师了解 更多的分类方式，并将其运用到教学中，实现历史知识的有效传授是本文写作的 目的。 本文采用理论与实践相结合的方法，在理论上，本文阐述历史知识类型与历 史知识有效传授的关系；在实践中，本文论述历史知识分类在历史知识有效传授 过程中的实际运用及其反思。 本次在上海市闵行中学的教学实验证明了历史知识可以有效传授，并且教师 在正确掌握历史知识类型后，可以实现历史知识的有效传授。 关键词：历史知识类型，有效传授，广义知识，狭义知识 ABSTRACT There is a phenomenon in the middle school of history teaching that the teacher can not impart history knowledge effectivly. This phenomenon is caused by the teacher who does not know enough about the type of history knowledge. The effective impartation of history knowledge means that teacher can pass the history knowledge of the middle school to students in effciency. If the teacher wants to impart the history knowledge to students in effciency, first by the teacher must clearly know about the type of the knowledge that will be teached, so that the teacher can make the correct goal and use the correct way. There are three ways to classify the history knowledge now, the first one is based on the knowledge of the narrow sense defined by Psychology, the other two are based on the knowledge of the broad sense. The teachers are usually familiar with the fist one, but they do not familiar with the other two. So the purpose of this paper is to make teachers know more about the type of classification and use them into the