高中历史探究式教学的发展逻辑

On the Developmental Logic of History Inquiry-Teaching in High School

自提倡素质教育以来,探究式教学一直被充分肯定和大力推行,但在高中历史教学实践的一线却鲜有坚持实施者。这种知与行的背离,并非源于对探究式教学理念的不认同,而是源于对背离探究精神的历史探究式教学实践的误认和误用。基于核心素养培养的高中历史探究式教学模式要点,需以情境化、结构化、有限参与、分级点评等一系列＂微创新＂来解决＂距离＂＂合作＂＂自主＂＂激励＂＂时间＂五大难题,从而在高中历史探究式教学实践中达至知与行的统一。

Since the promotion of quality-oriented education, inquiry -teaching has been fully affirmed and vigor-ously promoted, but rarely practiced and insisted on the high school history teaching. The deviation of knowledge and practice does not originate from the disagreement of inquiry teaching, but from the misunderstanding and misuse of in-quiry-teaching which deviates from the spirit of inquiry. The key point of high school history inquiry -teaching based on the key competence is to solve the five main difficult problems, “ distance”,“ cooperation”,“ autonomy”,“ encourage- ment” and “ time”,which needs a series of “ micro-innovationw , such as the usage of context, structure, limited partici-pation, rating comments and so on , so that the achievement of the unification of knowledge and practice in the high school history inquiry -teaching can be accomplished.