高校中国古代史课程研究性教学路径探研  

Research on the Research-based Teaching Path of Ancient Chinese History Courses in Universities

作　　者：徐成[1] XU Cheng(College of Social Science,Yangzhou University,Yangzhou Jiangsu 225002,China)

机构地区：[1]扬州大学社会发展学院,江苏扬州225002

出　　处：《湖北开放职业学院学报》2025年第8期171-173,共3页Journal of Hubei Open Vocational College

基　　金：扬州大学教学改革研究课题“师范专业认证背景下的课程体系建设研究——基于OBE教学理念的探讨”阶段性成果(项目编号:YZUJX2020-D2)。

摘　　要：普通高校历史本科专业“中国古代史”课程的研究性教学,其实质乃是模拟史学研究的过程。然而,受制于课时安排的稳定性与图书、地方文化资源等因素的不确定性,“中国古代史”课程研究性教学的实施,当以教师课堂展示史料,引导学生分析史料,促使其自主思考,得出结论为主要路径。具体的实施方式主要有史料的归纳、对比、推衍等三种方式。值得留意的是,研究性教学并不适用于所有教学课程与全部授课内容,其对教师掌控课堂的节奏也提出了较高的要求。The essence of research-based teaching in the course of“Ancient Chinese History”of ordinary university history major is to simulate the process of historical research.Due to the constraints of class schedule,books,local cultural resources,and other conditions,the implementation of research-based teaching in the course of“Ancient Chinese History”should take“the teachers present historical materials in class,guide students to analyze historical materials,encourage them to think independently,and draw conclusions”as the main path.The specific implementation mainly includes three methods:induction,comparison,and deduction of historical materials.Research-based teaching is not applicable to all teaching courses and content,and it also places high demands on teachers to control the pace of the classroom teaching.

关 键 词：“中国古代史” 研究性教学 课堂教学 史料分析 

分 类 号：G642[文化科学—高等教育学]