改革开放以来,我国的历史教育学研究在许多领域取得突破性进展,令人欣喜。但发展还不平衡,存在着薄弱环节。其中,对学生历史学习心理的研究可以说是最薄弱的环节之一。有鉴于此,近年笔者对此进行研究,在坚持以马克思主义认识论为指导的前提下,借鉴康士坦茨学派的阅读心理学,皮亚杰的认识发生论等心理学研究成果,获得一些新认识。现将主要之点写成此“论纲”,与同行交流切磋。“前结构”心理图式及其对历史学习的影响学生在进入历史学习时,头脑中并非一片空白。由于以前的生活与学习经历,他们对历史已有或多或少, Since the reform and opening up, China’s historical pedagogy has made breakthroughs in many areas and it is very gratifying. However, development is still unbalanced and there are weak links. Among them, the study of student history learning psychology can be said to be one of the weakest links. In view of this, in recent years, the author conducted a study on this, and under the premise of insisting on the guidance of Marxist epistemology, he drew on the reading psychology of the Constance School, Piaget’s cognitive occurrence theory, and other psychological research results to gain some new insights. . The main point is now written as this “outline” and communicated with peers. The “pre-structure” mental schema and its impact on history learning When students enter history learning, the mind is not a blank. Due to previous life and learning experiences, they have more or less