显隐兼具:试论历史大概念教学的“意义”取向——以中国古代史为例  

Dual Visibility and Concealment:On the“Meaning”Orientation of Teaching Major Historical Concepts:Taking Ancient Chinese History as an Example

作　　者：周至杰 Zhou Zhijie

机构地区：[1]福建师范大学社会历史学院

出　　处：《历史教学(上半月)》2025年第3期86-96,共11页History Teaching

基　　金：福建省教育科学规划教育考试招生重点专项课题“人工智能下高考历史学科命题的挑战与应对研究”(项目编号:FJJKKS24-34)之阶段性成果。

摘　　要：中学历史课程标准所强调的历史大概念,不仅要求将历史知识、技能和观念整合为统一的整体,而且还强调要赋予大概念以深刻的意义。这就要求历史大概念教学不仅要将历史事实置于特定的时空秩序中进行结构化的分析、比较、整合和排序,并经过寻差、示差、趋同等过程探究历史大概念,更要将历史事实和观念融入历史发展的脉络中,以揭示其深层意义和关联价值。The history curriculum standards for middle schools emphasize not only the integration of historical knowledge,skills,and concepts into a unified whole but also stress the need to imbue major concepts with profound meaning.This requires that the teaching of major historical concepts not only places historical facts within a specific temporal and spatial order for structured analysis,comparison,integration,and ranking,and through processes of seeking differences,demonstrating differences,and converging similarities to explore major historical concepts,but also integrates historical facts and concepts into the context of historical development to reveal their deeper meanings and associative values.

关 键 词：中国古代史 历史大概念 教学 历史意义 

分 类 号：G633[文化科学—教育学]