【作者】 肖海平；

【导师】 郑三元；

【作者基本信息】 湖南师范大学 ， 课程与教学论， 2004， 硕士

【摘要】 新一轮历史课程改革突出了历史教育的人文本质，并把它作为课程改革的指导思想。在课程实施过程中，如何贯彻这一指导思想呢?经过长期的课堂观察和深入的理论研究，我们认为，以对话为本质的体验教学是体现历史教育人文本质和实现历史学科人文教育功能的理想选择。遵循“为什么要体验--怎样体验(教学对话)--如何对话”这一思路，本共分为五个部分：第一部分：引言。简述本文选题的意义。第二部分：体验教学--中学历史有效教学的理想选择。首先分析了我国中学历史教学中存在的问题，认为其主要原因是忽视了学生的主动体验；然后论述了体验及体验教学的含义，指出体验教学与教学体验的根本区别在于意义的创造；在此基础上提出了体验教学是中学历史有效教学的理想选择的观点。第三部分：跨越时空的对话--中学历史体验教学的本质。首先阐述了历史的本质和历史文本的性质，指出历史是“过去与现在的对话”，而历史文本是历史的存在形式；基于此，我们认为，跨越时空的对话是中学历史体验教学的本质。接着分析了历史体验教学中的各种对话，并指出其中最基本的对话是学生与历史文本的对话。最后分析了历史体验教学中学生与文本对话的过程。第四部分：架设对话的桥梁--中学历史体验教学的策略。主要分析了中学历史体验教学的策略：为对话架设桥梁，即为对话创造条件。其主要途径是创设情境与实践体验，具体手段有借助再创性历史实物、角色扮演、运用现代教学技术、手工制作、历史考察、搜集和整理历史资料等。第五部分：结语。主要是对本文的选题及写作做了简单回顾，提出了一些本文还没来得及深入探讨的问题。更多还原

【Abstract】 The new curriculum reform of history gives prominence to the humanistic essence of historical education, and looks on it as the guiding ideology of curriculum reform.How to carry out the guiding ideology in the couse of instruction? After a long-term classroom observation, we hold that experienced teaching which takes dialogue for its essence is an ideal selection that embodies the humanistic essence of historical education and realizes the humanistic education’ s function of history.Aaccording to the way from "why to experience" to "how to experience (teaching dialogue) " , to "how to dialogue" , the article consists of five parts.Part One:introduction. The section concisely explains why the author chooses this task to study.Part Two: experienced teaching-an ideal selection of effective teaching of history in middle school. First, the part analyses the main problems in the teaching of history, and insists that the students’ initiative experiences are ignored is the main reason. Then, it discusses the implications of experien and experienced teaching, and points out that the esstial difference between experienced teaching and teaching experience is creation of meaning. On the basis of it, we put forward that experienced teaching is an ideal selection of effective teaching of history.Part Three: a dialogue of surpassing time and space-the essence of experienced teaching of history. First of all, this part sets forth the essence of history and the character of historical text. We think that "history is a dialogue between the present and the past" and "historical text is a form of existence of history" . For dialogical essence of history, weadvance that a dialogue of surpassing time and space is the essence of experienced teaching of historical subject. After that, it analyses the dialogue in experienced teaching of history , and considers that "the basic dialogue in experienced teaching of history is a dialogue between students and texts" .At last, the section analyses the process of dialogue between students and texts in experienced teaching of history.Part Four: erect dialogical bridge-the tactic of experienced teaching of history in middle school. This part analyses the tactic of experienced teaching of history: erect bridge for dialogue , i. e. creats condition for dialogue. The main ways are creating circumstance and practising, and the primary mediums consist of depending on creating historical materical object, playing role, utilizing modern teaching technology, handicraft, gathering and arranging materical.Part Five:conclusion. It briefly reviews the process of selecting this topic and writing the paper, and puts forward some questions that have not be deeply approached in this article.更多还原