新课标视域下中学历史课程“四维融合”教学模式的探索  

Exploration of the“Four-Dimensional Integration”Teaching Model in Secondary School History Curriculum under the New Curriculum Standards

作　　者：马建堂[1] MA Jiantang(Marxism School of Sichuan University of Arts and Science,Dazhou Sichua 635000,China)

机构地区：[1]四川文理学院马克思主义学院,四川达州635000

出　　处：《四川文理学院学报》2025年第1期109-115,共7页Sichuan University of Arts and Science Journal

摘　　要：在中学历史教学中,把握历史课程的特征,树立“述史、释史、论史、评史”四个维度的学习方式极为重要,有助于历史知识的有效掌握。述史是对基本历史知识、历史过程的叙述;释史是对知识重难点的深入阐释;论史是引导学生“以史为据”“论从史出”,参与历史讨论;评史是使用唯物史观对基本历史现象、事件和人物的客观评价。通过“四维融合”的模式,引导授课对象全过程的参与课堂学习,从而通过深度学习,促进学生形成正确的历史观,实现学生对历史知识的深度学习与掌握,实现中学历史课程教学目标的深度达成。In secondary school history education,it is crucial to grasp the characteristics of the history curriculum and establish 0122a learning approach that encompasses the four dimensions of“narrating history,interpreting history,dis-cussing history,and evaluating history.”This approach aids in the effective mastery of the history curriculum.“Narrating history”involves the recounting of fundamental historical knowledge and processes.“Interpreting history”entails an in depth explanation of key points,difficulties,and obstacles in the knowledge;“Discussing history”guides students to“base arguments on historical evidence”and actively participate in historical discussions;.And“evaluating history”employs a materialist perspective to objectively assess fundamental historical phenomena,events,and figures.Through the“Four-Di-mensional Integration”model,students are encouraged to engage fully in the learning process,thereby promoting deep learning and helping them to form a correct historical worldview,ultimately achieving effective outcomes in history educa-tion.

关 键 词：历史课程 四维融合 教学模式 

分 类 号：G641[文化科学—高等教育学]