【作者】 刘鑫燕；

【导师】 朱季康； 唐琴；

【作者基本信息】 扬州大学 ， 教育硕士（专业学位）， 2020， 硕士

【摘要】 长期以来,远古传说在历史教科书中占有一席之地。不过,在实际课堂教学中,该部分内容容易被忽视。综合多学科视域来看,远古传说具有丰富的内涵特征与重要的教育价值,不仅丰富了历史教学,还凝聚起集体记忆,传承着国家认同。因此,初中历史《远古的传说》一课的教学研究具有一定价值,为一线教师教学提供参考。《义务教育历史课程标准(2011年版)》作为目前初中历史教学的指导性文件,对《远古的传说》一课的教学目标有着明确规定。部编版教科书在该课的具体内容上也有改动,反映出学界对传说的重视与思考。一线中学教师可以在义务教育阶段历史课程标准的基础上,依托初中历史教科书,把握《远古的传说》一课的教学内容。基于历史学、历史教育学与教育心理学等视角,本研究对《远古的传说》一课的教学现状加以分析,指出该课教学活动中出现的基本问题:教学目标设置失衡,轻视教学立意;教学理念出现偏差,影响教学效果;师生互动较为单调,抑制思维活动;学习活动相对落伍,教学趋于传统。同时,本课的教学活动中还存在一些具体问题:神话信息解读不足,造成认知片面;传说内容解读不全,影响教学效果;教学轻视考古发现,导致理解偏差;学情影响民族认同,阻碍情感教育等。针对当前初中《远古的传说》教学中存在的基本问题,本研究从以下四个方面提出改进的措施与策略,以期为一线教师的教学提供一些借鉴与帮助:平衡教学目标,关注教学立意;教师主导教学,维护学生主体;优化互动途径,培养思维素质;创新学习活动,增强教学效果。针对本课教学中的具体问题,教师可以进行以下改进,即适当解读神话,发掘历史信息;全面认识传说,建构历史记忆;多方资料佐证,感性理性并存;立足不同学情,促进民族认同。更多还原

【Abstract】 For a long time,ancient legends have held a place in history textbooks.However,this part is easy to be ignored in the actual teaching process.From a multi-disciplinary perspective,ancient legends have important educational value.It not only enriches history teaching,but also condenses collective memory.Meanwhile,it inherits national identity.Therefore,the teaching of<Ancient Legends>lesson in junior high school history has a certain research value,which provides a reference for the teachers.<Compulsory Education History Curriculum Standard(2011 Edition)>,as the current junior high school history teaching guidance document,has a clear stipulation on the teaching goals of<Ancient Legends>.The specific content of the lesson has also changed in the unified edition textbook by the Ministry of Education.Academic circles attach importance to and reflect on legends.Teachers can grasp the teaching content of the lesson based on the course standard and relying on the history textbook.Based on the perspectives of history,history pedagogy and educational psychology,the current situation of the teaching of<Ancient Legends>in middle schools is analyzed.The basic problems existing in the teaching activities of this lesson are pointed out.At first,teachers set unbalanced teaching goals and despise teaching intentions.Then,improper implementation of teaching philosophy affects teaching results.Besides,teacher-student interaction in the classroom is monotonous,what suppresses thinking activities.At last,teachers set up learning activities easily and tend to be traditional.At the same time,there are some specific problems in the teaching activities of this lesson.First,insufficient interpretation of myths leads to unilateral cognition of students.Second,incomplete interpretation of legendary information affects teaching effectiveness.Third,despising archeological findings causes misunderstandings.Fourth,students’ conditions affect the identity and hinder emotional education etc.Aiming at the basic problems existing in the teaching of this course,we will propose improvement measures and strategies from the following four aspects and provide some reference for the teaching.First,teachers should balance teaching goals and pay attention to teaching ideas.Secondly,teachers ought to encourage discovery and learning.It will maintain the student’s subjective status.Thirdly,the interactive channels must be optimize and cultivate students’ thinking consciousness.Fourthly,teachers can innovate learning activities and enhance the effectiveness of teaching.According to the specific problems in this course,I make four suggestions.To interpret myths and discover historical information are appropriate.In the same time,teachers should produce comprehensive understanding of legends and perspective of collective memory.Moreover,evidence from multi-party information ensures the coexistence of perceptual and rational.Finally,legends promote identity based on different learning situations etc.更多还原