23132.高考歷史命題中的跨學科趨勢及應對策略

1、IIIIIII[IIIIIIIIII11分類號——Y3275443UDC——一◇剽HOUUN大IVERS譬ITY碩士學位論文(全日制專業(yè)學位)高考歷史命題中的跨學科趨勢及應對策略蔡防琴指導教師姓名：昱簦數(shù)援：塞鷗菱塾撞。揚劌盤鱟，婆菱揚趔：22墨QQ2申請學位級別：亟學科專業(yè)名稱：堂盤熬堂(壓塞)論文提交日期：至Q]Z生壘旦論文答辯日期：至Q]Z生墨旦學位授予單位：揚劌態(tài)堂學位授予日期：2Q】Z生魚旦答辯委員會主席：基熳Abstract

2、Thehistoryofinterdisciplinarypropositionreferstothepropositioninthepreml8eofinsistingonthehistoricalsubjectstatusandotherdisciplinesrelatedtoknowledgeandresearchmethods，acomprehensiveinterdisciplinarylifeproblem，toexamin

3、estudent8’comprehensⅣeability，multidisciplinaryperspectiveandopenwayofthinkingTheinterdisciplinary8ubjec‘ofhistoryofcoliegeentranceexaminationmainlyincludestwotypes：thesingle8ubjec‘cr088propositionandthemultidisciplinary

4、CROSSpropositionAtpresent，Jiangsucollegeentranceexaminationhistory，interdisciplinarypropositiontrendhasbecomeincreasinglYobviouswnlcnismainlvaccountedfortheoverallscoreshowedanincreasingtrendintheInterdl8ciplinaryproposi

5、tion，theinterdisciplinarycategoryhasincreased，thetransition矗omtraditionaldisciDlinesrelatedtootherdisciplines，interdisciplinaryquestiontypesfroma81ngle8ubjec‘totheinitialcrossinterdisciplinarytransformationThecoUegeentla

6、nceexaminationhistoryinterdisciplinarypropositionitseKhasaprotoundtheoreticalbasisofpsychologyandeducationalpsychology，whichadapttotheneedsofthedevelopmentofstudentscreativethinkinganddivergentthinking，which1sa180an1mpor

7、tantmanifestaftonofstudents’knowledgetransfer，butalseflecttheconstructivismlearuingtheoryofmodemeducationInadditionthecollegeentranceexaminationhistoryoftheInterdisciplinarypropositiontrendandhistoryitselfextensivecharac

8、teristicsinseparable，andtheIntegrationofthecurricu|umrefomathomeandabroadtrendinseparable，andsincetwenty‘flr8tCentury，tnerefomofthecollegeentranceexaminationandcollegeentranceexaminatlonmoderefo肌requirementsinseparableHo

9、wever，deepintheforefrontofteachingtocarryouttheinvestigation，itisnotd／fficulttofindteachersandstudentsincopingwithcollegeentranceexaminationque8tion8andhi8toryotinterdisciDlinaryinterdisciplinaryteachingstillexistmanypro

10、blems，mainlythelackofaWarenessofteachersandstudentsintheinterdisciplinaryteaching，althoughteachersthlnktheinterdisciplinaryteachingisnecessary，butdonotknowhowtoimplementInterdl8clpllnaryauestionsinstudentswitheasyfromthe

11、disciplineofhistorysubjectstatusetc‘lnerefore，mresDonsetotheinterdisciplinaryquestionsandinterdisciplinaryteaching，teacher88houldchangetheirideas，establishinterdisciplinaryteachingconsciousness，strivetobuildad1Versltledk

12、nowledgestructure，improvethequalityofintelligentselfatthesametime，teacherscallalsoestablishacomprehensiveinterdisciplinaryteachingcommunity，eachother，complemen‘州advantagesThestudentsshouldchangetheirselfconceptoflearning