深圳諾德安達(dá)雙語學(xué)校我們教的不僅是歷史，還有推理|We teach not only history
來源：好上學(xué) ??時(shí)間：2024-03-12
對(duì)于一個(gè)人來說，歷史是最好的老師，古今中外，它都能教人們?nèi)跁?huì)貫通，懲前毖后，他是學(xué)習(xí)的源泉，是進(jìn)步的信息，顯而易見，學(xué)好歷史不管對(duì)于國家還是對(duì)于個(gè)人，都有很重要的意義。
在深圳諾德安達(dá)：
歷史教會(huì)了我們學(xué)生什么?
中國歷史是中華文明從產(chǎn)生到現(xiàn)在的歷史。中國歷史悠久，從夏朝算起有近4100年，我們印象里的中國歷史：包含了暴秦強(qiáng)漢，盛唐富宋，剛明和奴清。對(duì)于一個(gè)國家來說，歷史是經(jīng)驗(yàn)、教訓(xùn)、借鑒，是過去的沉淀，是未來的導(dǎo)向，對(duì)于一個(gè)人來說，歷史是最好的老師，古今中外，它都能教人們?nèi)跁?huì)貫通，懲前毖后，他是學(xué)習(xí)的源泉，是進(jìn)步的信息，顯而易見，學(xué)好歷史不管對(duì)于國家還是對(duì)于個(gè)人，都有很重要的意義。
The history of China involves the Chinese civilization from its birth to the present day. If counting from the Xia Dynasty, China has a long history of nearly 4100 years. In the memory of a common Chinese, the history of China is made up of the violent Qin Dynasty, the aggressive Han Dynasty, the glorious Tang Dynasty, the wealthy Song Dynasty, the rigid Ming Dynasty and the submissive Qing Dynasty. For a country, history is its experience, its lessons and references for future decisions. It is a precipitation of the past experience, and a guide for the future. For individuals, history is the best teacher. The past stories, ancient or modern, can teach people the philosophy of life and help them avoid mistakes. History is a resource of learning and a tread stone of progress. Obviously, history learning is significant for both nations and individuals.
學(xué)習(xí)歷史期間，我們發(fā)現(xiàn)同學(xué)們往往對(duì)于統(tǒng)一的中原版圖，類似唐宋元明清這樣的朝代很容易接受，潛意識(shí)里對(duì)于"分裂與混亂"本能地排斥與厭惡，加之“魏晉南北朝“這一階段的歷史由于政權(quán)更迭過于頻繁和混亂，所以如何幫助學(xué)生樹立起此階段歷史學(xué)習(xí)的興趣和線索，就顯得更加重要了。就好像一個(gè)大型的推理推理過程，把不同的線索拼湊在一起進(jìn)而一步一步的揭開謎底。
In history classes, it is found that students more readily accept a unified China, such as the Tang, Song, Yuan, Ming, and Qing dynasties, and unknowingly dislike and reject the "split and chaotic" China, e.g. the Wei-Jin North-South Period in constant turmoil and unrest. Thus it is very important to help students develop interest and concept of this period. The process is like a game of inductive reasoning where you put different clues together step by step in order to decipher the mystery.
歷史是一部大型邏輯推理劇
斷代史與專題史的整合教學(xué)
在教學(xué)中，除了教材上面的基礎(chǔ)內(nèi)容，并適時(shí)的擴(kuò)展補(bǔ)充相關(guān)的信息材料，讓學(xué)生在學(xué)習(xí)的過程中可以全面立體的知道歷史發(fā)展前因后果與邏輯關(guān)系，而非單純的知識(shí)鋪墊與推進(jìn)。
建構(gòu)歷史學(xué)習(xí)的經(jīng)緯線，以時(shí)間線索為經(jīng)線，以專題講述為緯線，將“魏晉南北朝“時(shí)期的政治史、經(jīng)濟(jì)史、民族關(guān)系史、科技文化史以分專題的形式，嵌入在該時(shí)期歷史發(fā)展的時(shí)間坐標(biāo)上。
Integrated instruction of dynasty history and special topics in history studies
In history classes at NAS Shenzhen, in addition to the textbook, teachers will include supplement materials to help students construct the causes and consequences, as well as the relationship between historical events in a comprehensive and multi-dimensional way. The students will learn that history is far more than a sequence of facts. As a concrete example, the history classes included the construction of the history of the Wei-Jin North-South Period in two dimensions: chronical and thematic, and embedded the politics, economy, ethnic relationship, science and technology development of this period into the coordinate.
跨學(xué)科教學(xué)- 歷史，天氣與經(jīng)濟(jì)
為了對(duì)歷史有一個(gè)總體的了解，我們?cè)诮虒W(xué)中融合了氣象學(xué)、地理學(xué)、繪畫以及語文等多學(xué)科的內(nèi)容進(jìn)行整合教學(xué)。
到朝代更替和民族關(guān)系史專題部分，我們需要從氣象學(xué)上的小冰河期和中國400mm等降水量線的知識(shí)背景出發(fā)去了解氣候的變化對(duì)于一個(gè)民族和一個(gè)朝代的興衰是有著怎樣的作用。
講到南方經(jīng)濟(jì)開發(fā)的時(shí)候，我們需要從地理學(xué)的知識(shí)，也就是中國溫度帶的劃分去理解南方開發(fā)的先天優(yōu)勢(shì)。
講到農(nóng)耕民族與游牧民族之間的民族交融的時(shí)候，我們可以化身為偵探，以“為什么孫悟空被玉皇大帝封為弼馬溫“為討論主題，通過對(duì)相關(guān)繪畫、文字、雕塑的分析與討論，去得出”弼馬溫“乃”避馬瘟“的楷音梗，并往前追溯農(nóng)耕與游牧民族之間的相互交融的史實(shí)。
在進(jìn)行歷史知識(shí)串聯(lián)的時(shí)候，我們總是選取古詩和文言文作為我們的論證和推理依據(jù)，盡最大的可能保證論證的準(zhǔn)確性與可信性。
Interdisciplinary Learning
To develop a general understanding of history, in history classes we have integrated knowledge from different disciplines such as meteorology, geography, painting and Chinese language.
When talking about the changes of dynasties and the history of ethnic relations, we need to understand the role of climate change in the rise and fall of a nation and a dynasty, involving meteorological knowledge such as the Little Ice Age and China ’s 400mm Isohyet.
In respect to the economic development in South China, we need to understand its geographical advantages, which involve China's temperature zones.
The ethnic blending between the farming and the nomadic peoples in China, however, requires the students to act as detectives and find out “Why the Monkey King was named by the Jade Emperor as Bi Ma Wen (Grand Guardian of the Heavenly Stables)”. Through analysis and discussion of related paintings, texts and sculpture , the students found out the pun of "Bi Ma Wen" as “avoid horse pandemic” and find traces of the integration of the farming and nomadic peoples.
When trying to sort historical events and knowledge, we always use ancient poetry and classical Chinese works as references, so as to ensure the best accuracy and credibility of the evidence.
中國氣溫分布區(qū)域
西安碑林栓馬柱
故宮博物館的《百馬圖》
學(xué)生自主學(xué)習(xí)與分享討論
學(xué)生學(xué)習(xí)最理想的狀態(tài)是“以教代教“，所以適時(shí)空出部分專題內(nèi)容，讓學(xué)生通過自主的學(xué)習(xí)、研讀教材與查找資料，并形成自己的知識(shí)框架，和其他同學(xué)進(jìn)行分享討論是必要的，以下是7年級(jí)的一位同學(xué)自主預(yù)習(xí)并整理分享的關(guān)于”魏晉南北朝時(shí)期的科技文化“部分的思維導(dǎo)圖，已經(jīng)是非常成熟的知識(shí)架構(gòu)了。
Autonomous learning and sharing
The most ideal learning for students is to "learn through teaching", so it is useful to leave part of the learning materials for autonomous learning, researching and textbook reading to form their own knowledge network, and to share and discuss with their fellow students. The following is a mind map of a 7th grader on the "Science and Technology Culture in the Wei-Jin, South-North Dynasties. It is easy to notice how sophisticated it is.
7年級(jí)同學(xué)做的歷史思維導(dǎo)圖
我們經(jīng)常聽到這樣的說法：“歷史總是重演，所以我們必須學(xué)習(xí)歷史，以便能更好的理解未來。“《1984》中也不停重復(fù)一個(gè)觀點(diǎn)，即”誰掌握現(xiàn)在，誰就掌握過去;誰掌握過去，誰就掌握未來。“而在我看來，歷史不僅僅是政治的工具，也不是為了單純的了解過去，而是在學(xué)習(xí)的過程中，看看我們是否能從這些既有的經(jīng)驗(yàn)和模式中來尋找一些突破。當(dāng)我們習(xí)慣性的總結(jié)經(jīng)驗(yàn)教訓(xùn)，用推理和思考的邏輯去推進(jìn)每一個(gè)階段的歷史學(xué)習(xí)時(shí)，其實(shí)就像是在體驗(yàn)游戲的闖關(guān)過程，我們需得不停的試想如果把我們個(gè)體放在當(dāng)時(shí)的抉擇關(guān)口時(shí)，“我”會(huì)怎么選?
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