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十多年来,中学历史教学完成了对旧的教学模式的反省与否定,对新的历史教学观念(指加强能力培养)的认同和接纳。中学历史学科能力究竟是什么?它包括哪些能力?由于划分的标准不同,目前已有数十种说法,但近年来,“历史思维能力是历史学科能力的支柱”这一看法已逐渐被大家接受。事实上,学科能力层次划分的标准是否科学合理,是否使人更深刻地理解历史学科能力的内涵,能力培养方法是否在中学历史教学中具有可操作性等问题已直接影响到中学历史教改的进程。鉴此,笔者结合教学实际,提出“中学历史学科语言文字能力”(以下简称历史语文能力)这一概念,与历史思维能力相对应,并对能力培养方法作些介绍。一历史语文能力与历史思维能力同为历史学科能力的支柱提出“历史语文能力也为历史学科能力的支柱”的依
For more than a decade, history teaching in middle schools has completed reflection and negation of the old teaching model, and has recognized and accepted the new historical teaching concepts (referring to strengthening ability training). What is the ability of middle school history disciplines? What capabilities does it include? Because of the different standards for division, there are currently dozens of arguments, but in recent years, the view that “historical thinking ability is the pillar of historical disciplines ability” has gradually been Everyone accepts. In fact, whether the criteria for the division of subject competency levels are scientific and reasonable, whether it enables people to understand the connotations of historical disciplines more profoundly, and whether the ability-cultivation methods are operative in the history teaching in middle schools have directly affected the process of history teaching reform in middle schools. . In view of this, the author puts forward the concept of “language and language ability in middle school history subject” (hereinafter referred to as “history language ability”) in combination with teaching practice, and corresponds to the historical thinking ability, and gives some introductions to the ability training methods. A historical linguistic ability and historical thinking ability are also proposed as the pillars of the ability of historical disciplines. “Historical language ability is also the pillar of historical academic ability.”