初中历史课堂情境教学探究

发布时间：2018-03-11 06:53

本文选题：初中历史　切入点：情境教学　出处：《内蒙古师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：随着新课改的开展,情境教学成为初中历史教师的宠儿,越来越多的初中历史教师成为情境教学的实践者。但是通过阅读相关文献,结合自身教学实践和课堂观察,发现大部分历史教师把情境作为导入的工具,设置情境的方法单一,设置情境过程中对史料的运用比较简单等,这影响了初中历史课堂实施情境教学的教学效果,不利于初中历史教学的改革与发展。在此基础上,本文对初中历史课堂实施情境教学进行具体探究。第一部分,从新课改要求、历史学科特点和初中生心理特征三个方面阐述了在初中历史课堂实施情境教学的必要性。第二部分结合相关案例对情境创设方法的多样性和综合性进行分析,努力在实践上探索如何综合运用情境的创设方法以实现将情境贯穿历史课堂;结合相关案例分析在创设情境过程中重视直接引用史料和丰富史料呈现方式,试图彰显历史学科创设情境的学科特色。第三部分结合教学实践,粗浅总结了初中历史课堂实施情境教学的过程中存在的问题如忽视情境主体性、忽视情境资源有效性、忽视情境空间性、忽视情境时间性和忽视情境的深刻性,而这些问题的产生是社会环境、学生因素、教师因素等多方面共同作用的结果,对于这些问题的深入探索和解决对于提高情境教学在初中历史课堂的实施效果,增强初中历史课堂的有效性,促进初中历史教学方式的转变有重要意义,所以在初中历史课堂实施情境教学需要进一步研究。
[Abstract]:With the development of the new curriculum reform, situational teaching has become the darling of junior high school history teachers, and more and more junior high school history teachers have become practitioners of situational teaching. It is found that most history teachers take the situation as an introduction tool, the method of setting the situation is single, and the use of historical materials is relatively simple in the process of setting up the situation, which affects the teaching effect of the implementation of situational teaching in the history classroom of junior high school. It is not conducive to the reform and development of history teaching in junior high school. On this basis, this paper makes a concrete inquiry into the implementation of situational teaching in history classroom in junior high school. This paper expounds the necessity of implementing situational teaching in junior middle school history classroom from three aspects: the characteristics of history subject and the psychological characteristics of junior high school students. The second part analyzes the diversity and comprehensiveness of situational creation methods in combination with relevant cases. Try to explore in practice how to synthetically use the creation method of situation to realize the situation through the history classroom; combine the relevant case analysis in the process of creating the situation, attach importance to the direct use of historical data and enrich the presentation of historical data, The third part combines teaching practice, summarizes the problems existing in the process of implementing situational teaching in junior middle school history classroom, such as neglecting situational subjectivity and neglecting the effectiveness of situational resources. Ignoring the spatial nature of the situation, ignoring the temporal nature of the situation and neglecting the profundity of the situation, these problems are the result of the social environment, the student factor, the teacher factor and so on. The deep exploration and solution of these problems is of great significance for improving the implementation effect of situational teaching in junior high school history classroom, enhancing the effectiveness of junior high school history classroom, and promoting the transformation of junior high school history teaching method. Therefore, the implementation of situational teaching in junior middle school history classroom needs further study.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

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