浅析“三究四学”教学模式下历史情境教学法的运用

发布时间：2018-02-20 22:06

本文关键词： 情境历史情境教学法 “三究四学” 初中历史　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：自从国家实行基础教育改革以来,襄阳市樊城区的教育者们也在不断改革与创新历史教学方法,逐渐摸索出了“三究四学”高效历史课堂教学模式,让历史课堂不再是“一言堂”的听、背、写的课堂,也不再是简单地把时间、地点、人物事件等历史要素强制灌输给学生的课堂,而是教师引导学生自主学习、合作探究的课堂、学生成为教学活动主体的课堂。除了传统的讲授法以外,历史图式教学法、历史课堂讨论教学法、历史问题探究教学法、历史角色扮演(即“神入”)教学法等历史教学方法得到广泛实践与运用,历史情境的创设在这些新的教学方法中的重要性愈发显现出来。所谓历史情境教学法,就是教师研究历史学科的特点,熟知历史情境教学理论,同时研究学情、教材、课标,运用多媒体展示、组织讨论探究、教育游戏等多种教学方法和手段,创设各种情境,让历史课堂变得生动、活泼,激发学生学习历史的积极情感,主动参与课堂活动的教学方法。在笔者从事“三究四学”历史教学实践三年以来,历史情境教学法在“三究四学”历史课堂上的运用确实取得了很大的成果。“三究四学”历史课堂中情境教学法的运用体现在：在“导学”时利用语言、多媒体等创设故事情境,引导学生聚焦课堂；在“独学”中,利用导学案创设问题情境、故事情境,激发学生对历史问题的学习兴趣和探究欲望；在“互学”时,通过“头脑风暴”、角色扮演等创设角色情境,让学生合作探究、感知历史；在“评学”时,通过竞争游戏、教师点评等创设竞争情境,激励学生活学活用、总结所学。但是在开放性的、活跃的历史课堂中,实施历史情境教学法也出现了一些问题,例如课堂管理不到位,出现“混乱情境”；忽视学情,没有因材施教,创设了“无效情境”；过度依赖导学案和预设情境,忽视生成性情境等。笔者从日常课堂管理、小组建设、学情与教材等方面,以自身的实践教学经验为基础,为历史情境教学法在“三究四学”历史课堂中的运用提出了一点建议,希望能为自己之后的教学工作提供一点依据。
[Abstract]:Since the implementation of the basic education reform in the country, educators in Fancheng District of Xiangyang City have been constantly reforming and innovating the teaching methods of history, and gradually found out the highly efficient history classroom teaching mode of "three studies and four learning". Let the history classroom no longer be an "arbitrary" class of listening, memorizing and writing, nor is it simply a classroom in which historical elements, such as time, place, and events, are simply instilled into the students' classroom. Instead, the teacher guides the students to learn on their own. Apart from the traditional teaching method, the history schema teaching method, the history classroom discussion teaching method, the history question inquiry teaching method, the history question inquiry teaching method, the history discussion teaching method, the history question inquiry teaching method, the history class discussion teaching method, the history question inquiry teaching method, History teaching methods such as historical role-playing (I. E. "god-in") teaching methods have been widely practiced and applied, and the creation of historical situation has become more and more important in these new teaching methods. That is, teachers study the characteristics of the history discipline, are familiar with the theory of historical situational teaching, and at the same time study the situation of learning, teaching materials, curriculum standards, use multimedia display, organize discussion and exploration, educational games and other teaching methods and means to create various situations. To make the history classroom lively and lively, to arouse the students' positive emotion of learning history, and to take part in the teaching method of classroom activities. In the past three years, the author has engaged in the history teaching practice of "three studies and four studies". The application of historical situational teaching method in the history classroom of "three studies and four studies" has made great achievements. The application of situational teaching method in the history classroom of "three studies and four learning" is embodied in the following aspects: using language and creating story situations with multimedia, etc. Lead the students to focus on the classroom, create problem situations, story situations, and stimulate the students' interest and desire to explore historical problems in the "Learning alone", and in the "mutual learning", it is necessary to create problem situations and story situations in order to stimulate students' interest in and desire to explore historical problems. By creating role situations such as "brainstorming" and role-playing, students can explore and perceive history cooperatively. However, in the open and active history classroom, there are some problems in the implementation of the historical situational teaching method, such as classroom management is not in place, there are "chaotic situations", the learning situation is ignored, and there is no teaching according to students' aptitude. The author has created "invalid situation", relying too much on guiding case and presupposition situation, neglecting generative situation, etc. The author based on his own practical teaching experience from the aspects of daily classroom management, group building, learning situation and teaching material, etc. This paper puts forward some suggestions for the application of the historical situational teaching method in the history classroom, hoping to provide some basis for his later teaching work.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

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