假设法在中学历史教学中的运用  

The Application of Hypothesis in Middle School History Teaching

作　　者：胡忆红[1] 李伟 HU Yihong;LI Wei(School of Humanities,Hunan University of Science and Technology,Xiangtan 411201,China)

机构地区：[1]湖南科技大学人文学院,湖南湘潭411201

出　　处：《当代教育理论与实践》2024年第5期1-6,共6页Theory and Practice of Contemporary Education

基　　金：湖南省教育科学“十四五”规划课题(XJK21AKS004)。

摘　　要：在关于“假如史学”的学术讨论中,史学界将历史假设作为一种分析历史事件的新思维、新视角。将这一思维引入中学历史教学,仿效其他学科假设法的运用并加以规范,可以形成一种行之有效的中学历史教学方法。中学历史教学中假设法的运用应遵循坚持唯物史观、依据课程标准、提出假设合理、时间相近、学生主体五个原则。将假设法作为一种“提问艺术”运用于课堂讨论,依据课程标准提出合理的“事件假设”和“人物假设”,以假设提问来引导学生发挥想象构建历史图景,不仅能体现学生的主体地位,还能使历史学科核心素养的培养贯穿教学始终,有利于学生人文精神的培养。In the academic discussion on “If History”,the historical community has regarded historical assumptions as a new thinking and perspective for analyzing historical events.Introducing this thinking into middle school history teaching,and imitating the application of hypothesis method in other disciplines,an effective middle school history teaching method can be formed.The application of this method should follow five principles:adhering to the materialist view of history,based on curriculum standards,proposing reasonable assumptions,similar time,and student-centered approach.Hypothesis is applied to classroom discussions,proposing reasonable “event hypotheses” and “character hypotheses” based on curriculum standards.It not only reflects students' subjectivity,but also penetrates the core competencies of the history discipline throughout,which is conducive to the cultivation of students' humanistic spirit.

关 键 词：假设法 中学历史教学 运用原则 类型 

分 类 号：G633.5[文化科学—教育学]