【作者】 陈志刚；

【导师】 张华；

【作者基本信息】 华东师范大学 ， 课程与教学论， 2006， 硕士

【摘要】 我国历史教师在历史教育中没有考虑历史学科特点，尚未意识到历史学是一门人文学科，混淆了历史学科与其他学科教育的方法，致使历史课程改革没有冲破传统教学的藩篱。当前历史教学最大的问题就是历史教育普遍匮失人文性，缺失历史意识的培养， 什么是历史意识?学术界见解不一。历史意识是人们在对历史的观察-感受和思维的过程中逐渐形成的关于历史的一系列基本观点，是一种审视历史与社会问题的思维观念与方法。它的内涵包括五个方面：它是一种历史感、历史回忆；是看待、了解历史事件和问题的一种历史观；是人们分析、解决历史或社会问题的一种方法；是一种历史情感；是一种价值观。历史意识培养在中学基础教育中有以下价值：促使学生加深对本民族国家文化的体认，树立民族意识与精神；有助于学生养成良好的公民意识；有助于培养学生的历史思维能力，培养学生的批判精神，形成正确的历史观；有助于激发学生学习历史的兴趣和探究历史问题的欲望。 我国历史教学忽视历史意识的培养表现在：忽视学生的思维，学生缺乏自己的历史观；学生不了解历史，历史感不强；忽视民族认同教育；教学内容单调乏味，忽视情感与价值观教育。造成历史意识缺失的原因相当复杂，既有历史课程、历史教学及评价方面的原因，又有教师素质与社会心理因素等方面的原因。 历史学科的特点决定历史探究教学是历史意识培养的根本方法。历史是一门主客观相统一的学科，学习历史离不开思辨、推理；历史人文素养的形成必须在丰富材料、生动的事例、具体的情境中体验、参与、探究，才能感悟内化；历史知识多元性特点决定了人们历史认识的多元性，构成历史意识的方法不可能由教师讲述产生，学生必须进行历史探究。历史探究教学具有以下的特点：历史事件是人思想、活动的产物，历史探究是一种思想的探究；历史是一门解释性学科，从史料或材料中寻找历史事实是历史学习最基本的途径；由于历史知识汗牛充栋，历史探究教学要求教师精选教学内容，激发学生探究的兴趣。开展历史探究，一方面要借鉴发达国家成功的教学经验，另一方面要依据我国的教育实际。我国的国情决定历史课堂探究教学的主要形式是接受式探究。教师在历史课堂教学中进行探究教学，大体遵循三个方法步骤：从学生角度选择、安排探究教学的主题内容；根据学生已有的经验，引导学生的历史思维；组织学生通过史料观察、思考，进行体验、神入、解释与推理，形成自己的历史认识。更多还原

【Abstract】 In history teaching in our country, our history teachers haven’t taken the characteristics of this subject into consideration, not been aware that history is one of the humanities, and confused history teaching methods with ones of other subjects. As a result, it is difficult for the history curriculum reform to break through the hedge of the traditional teaching. So the big problem existing in the present history teaching is the lack of humanistic character and little attention to the cultivation of the historical consciousness.What is the historical consciousness? There are varies of opinions in academic circles. Historical consciousness is a series of basic viewpoints about history, gradually formed in the process of the people’ s observation, experience, and thought, and is also a kind of thinking ideas and ways that people survey history and social problem. It includes five aspects: it is a sense of history and history recollection; it is an outlook on history that people treat and know about the history events and problems; it is a method how people analyze, settle the historical or social problems; it is a kind of history sentiment and it is also an outlook on value. The advantage of developing the history consciousness in the period of middle school fundamental education can make the students deepen his own national culture awareness and strengthen their national awareness and national ethos. It also attributes to developing students’ good citizenship consciousness , fostering their ability of history thinking and the critical spirit., helping form their correct outlook on history. Meanwhile it can arouse the students’ interest and desire of probing into the history problems.However , our traditional history teaching has paid little attention to the cultivation of this historical consciousness, which lies as follows: the neglect of student’ s history thinking, students’ lack of their own outlook on history ; students’ little knowledge of history and weak history sense, the neglect of students’ national recognition education., and the dull teaching contents and ignoring the education of students’ emotion and outlook on value .The reasons that cause the history consciousness’ deficiency are rather complex. They lie in the history更多还原