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在英国以CHATA计划为首的一系列实证研究都证实,学生学习历史的确会遭遇困难,相较于其他学料,学习历史的确是极其困难的活动。因此,教学的核心目标应先理解学生的思维方式,而更重要的关键在于知晓其思维过程而非结果,唯有知悉学生真正的思维过程,才能知道学习历史的困难处,从而设计合适的教材及妥切的教学策略。本文采用实证研究法,试图由受测者在施测问卷上就事件原因的分类行为,初步归纳、推敲出学生对原因的看法,暸解他们如何看待原因与原因、原因与事件问之关余,探讨其历史因果概念,以作为个人后续实证研究的基础与参考。
A series of empirical studies led by the CHATA program in the UK have confirmed that students do encounter difficulties in their study of history and learning history is indeed an extremely difficult activity compared to other sources. Therefore, the core goal of teaching should first understand the students ’way of thinking, and the more important key lies in knowing their thinking process rather than the result. Only by knowing the students’ true thinking process can they know the difficult part of studying history and design suitable teaching materials And proper teaching strategies. In this paper, the empirical research method, trying to test the questionnaire in the questionnaire on the cause of the classification of behavior, initially summarized, scrutinized the students on the reasons for the reasons to understand why and why, the reasons and the questions asked about the remaining, Explore the concept of historical cause and effect, as a basis for personal follow-up empirical research and reference.