见微知著,观往知来——从2024年天津等级考历史16题看课堂教学的变革  

See the Big in the Small,Know the Future by the Past:Analyzing Classroom Teaching Transformation through Historical Examination Questions--A Case Study of Question 16 in the 2024 Tianjin Academic Proficiency Exam

作　　者：马晓丽[1] Ma Xiaoli

机构地区：[1]北京师范大学天津附属中学

出　　处：《历史教学(上半月)》2025年第4期44-52,共9页History Teaching

摘　　要：从近些年的考试中,不难发现,很多的试题虽立意独到,情境新颖,但是并没有脱离学生的所学范畴,遵循着“教什么就考什么”命题原则,充分体现了源于教材、高于教材的选拔性考试的属性。这体现在历史教学中,应以唯物史观为指导,把宏观历史视野与关注教材的细微之处相结合,着重体现历史发展的脉络,真正把核心素养落在实处。这不仅有助于理解历史发展的内在逻辑和背景原因,更能够帮助学生摆脱死记硬背的学习方式,形成更高阶的历史思维,进而真正实现立德树人的教育目标。In view of recent examinations,it is evident that many innovative and contextually novel questions do not move beyond the scope of academic learning.They still adhere to the principle of"teaching what is tested,"fully reflecting the attribute of a selective examination that originates from textbooks but goes beyond them.In history teaching,guided by the materialist history conception,the combination of a macroscopic historical perspective and attention to the subtle details of the teaching materials matters a lot,emphasizing historical development,and truly implementing core competencies.This approach not only aids in understanding the internal logic and contextual causes of historical development but also helps students move further beyond memorization,fostering higher-level historical thinking and achieving the educational goal of cultivating virtue through history.

关 键 词：考试评价 课堂教学 核心素养 唯物史观 

分 类 号：G633[文化科学—教育学]