四重逻辑建构下的历史教学探索——以七年级“大一统王朝的巩固”一课为例  

Practical Exploration of Junior High School History Teaching under the Construction of Fourfold Logic:Taking the Lesson"Consolidation of the Unified Dynasty"as an Example

作　　者：许肇朗 李渊海 Xu Zhaolang;Li Yuanhai

机构地区：[1]北京市东城区教育教育科学研究院 [2]北京市东城区东直门中学

出　　处：《历史教学(上半月)》2025年第1期72-83,共12页History Teaching

摘　　要：在初中历史教学实施中,学科逻辑、教材逻辑、认知逻辑与教学逻辑常难以精准对接与协同,易导致教学内容编排、教学方法选择、教学过程推进与学生认知规律脱节,影响教学效果与历史素养培育。本文旨在探讨四重逻辑建构在初中历史教学中的应用,以“大一统王朝的巩固”一课为例,分析如何通过对四重逻辑的综合考量,探索初中历史教学实施的新路径,以期为初中历史教学提供有益的探索。In the implementation of junior high school history teaching,it is often difficult to precisely connect and coordinate disciplinary logic,textbook logic,cognitive logic and teaching logic.This easily leads to the disconnection between the arrangement of teaching content,the choice of teaching methods,the progress of the teaching process and students'cognitive laws,thus affecting teaching effectiveness and the cultivation of historical literacy.This article aims to explore the application of the construction of the four logics in junior high school history teaching.Taking the lesson"The Consolidation of the Unified Dynasty"as an example,it analyzes how to explore a new path for the implementation of junior high school history teaching through the comprehensive consideration of the four logics,hoping to provide a beneficial exploration for junior high school history teaching.

关 键 词：学科逻辑 教材逻辑 认知逻辑 教学逻辑 初中历史 

分 类 号：G632[文化科学—教育学]