基于历史图像培养学生历史想象能力的作用与策略

【作者】 沈洁；

【导师】 姚锦祥；

【作者基本信息】 南京师范大学 ， 学科教学， 2014， 硕士

【摘要】 生动、直观的历史图像,不仅具有证实或质询其他史料的功能,还在培养学生的历史想象能力方面具有独特的作用。它可以激发学生对图像所反映的历史真相的好奇,以及揣测的冲动和探究的欲望；也能够从图像的外表,以及图像产生的背景和具体内容的细节等方面,为学生对历史的想象提供切入点。教学中所涉及的历史图像主要包括历史文物图、历史地图和历史想象画三种类型,基于历史图像对学生历史想象力的培养,主要从这三个方面展开。它们有其特定的内容和形式,也有特定的步骤和方法。基于历史图像培养学生的历史想象能力有一定的原则要求。首先要以史实为依据,避免主观倾向的误导,想象的结果需要作进一步的求证。其次要在一定的时空中进行,要使想象符合特定的时代特征、地域特征以及学生的心理特征。更多还原

【Abstract】 Vivid and intuitive historical images, not only has confirmed or other historical data inquiry function, also in training students’ historical imagination has a unique role. It can stimulate students to image reflects the historical truth of curiosity, and wonder of impulse and desire to explore; Can from the image appearance, as well as the background of the image and the details of the specific content, etc., to provide students imagination to the historical starting point.Involved in the teaching of historical images mainly includes the historical figure of cultural relics, historical maps and historical imagination to draw three types, mainly based on the three aspects, the historical images for the cultivation of students’ historical imagination. They have their specific content and form, also have specific steps and methods. Based on the historical images to cultivate the students’ historical imagination has the certain principles. First, based on historical facts to avoid subjective tendency to mislead, imagine the result of the need for further verification. Second, imagine in a certain time and space, and to make imagination meet certain age characteristics, regional characteristics and psychological characteristics of students.更多还原