研究性学习在高中历史教学中的应用

发布时间：2018-06-02 20:40

本文选题：研究性学习 + 高中历史教学　；参考：《南京师范大学》2015年硕士论文

【摘要】：随着全球化和经济的发展,世界各国对教育的重视程度与日俱增。如何顺应时代的发展,成功实现教育改革,从而为当代社会提供更具竞争力与创造力的高素质人才成为各国教育发展追求的共同目标。在这一背景下,旨在培养具有创新意识和合作精神的研究性学习应运而生,从而拉开了教育改革的序幕。本文从历史学科的视角出发,将研究性学习与历史学科相结合,从以下几个方面对历史研究性学习进行分析和探究。文章总共分三章。第一章为研究性学习概述,主要介绍了什么是研究性学习、它与历史学科有着怎样的联系、研究性学习的特征以及在中学开展研究性学习的价值。研究性学习本身有着新型学习方式和课程形态的“双重身份”,但无论是哪一种定义,其本质特征都是不变的,即强调发挥学生在学习中的主观能动性,以及学生是学习、教学的主体。这一具有革命性的教育理念已经在我国基础教育得到一定程度的普及和实验,具有必要性和可能性。长久以来,研究性学习的开展取得了可喜的成果,但在教学实践中的实际现状仍然令人担忧。提升教师的个人能力,进一步深化对研究性学习的认识势在必行。第二章介绍研究性学习在高中历史教学中的应用,主要从历史研究性学习的切入点、策略和技巧、评价三个方面进行探究。在实际的操作当中,如何把握整个学习过程的节奏,有效指导学生探究,激发学生的学习兴趣,需要教师掌握一些基本的策略和技巧。熟知历史研究性学习的有效切入点,巧妙运用辩论等手段,细心捕捉学生的疑问和猜测等等,都将成为顺利开展历史研究性学习的有力武器。此外,由于研究性学习旨在锻炼和培养学生的自主学习意识和能力的提升,因此,历史研究性学习的评价自然需要突破常规,不可小觑。教师应该能够通过多种途径而不是简单量化的方式对学生的历史学习进行综合性评价,合理的评价方式是历史研究性学习有效、持久开展的保证。第三章是笔者对历史研究性学习的整个过程所进行的一些反思和小结,主要包括教师角色转化、教学目标的设置以及课程资源的有效利用三个方面。历史研究性学习的成败很大程度系于历史教师对自身角色的定位,因此,教师必须适应研究性学习的教学方式,找准自己的“位置”,尽快转变教师角色,从历史知识的绝对权威者变身为与学生一同学习的合作伙伴。除此之外,进行研究性学习还有许多我们需要注意的细节,包括审慎制定教学目标,充分开发校内资源等。
[Abstract]:With the development of globalization and economy, countries all over the world pay more and more attention to education. How to adapt to the development of the times, to successfully realize the educational reform, so as to provide more competitive and creative talents for the contemporary society has become the common goal of the educational development of all countries. In this context, research learning, which aims to cultivate innovative and cooperative spirit, emerged as the times require and opened the prologue of educational reform. From the perspective of history, this paper combines the research study with the history subject, and analyzes and explores the history research learning from the following aspects. The article is divided into three chapters. The first chapter is an overview of inquiry learning, which mainly introduces what is inquiry learning, how it is connected with history, the characteristics of inquiry learning and the value of carrying out research learning in middle schools. Research-based learning itself has a "dual identity" of a new learning style and a curriculum form. However, no matter what kind of definition it is, its essential characteristics are constant, that is to say, it emphasizes the exertion of students' subjective initiative in learning and the fact that students are learning. The subject of teaching. This revolutionary educational idea has been popularized and experimented to a certain extent in China's basic education, which is necessary and possible. For a long time, the development of inquiry learning has achieved gratifying results, but the actual situation in teaching practice is still worrying. It is imperative to enhance teachers' personal ability and deepen their understanding of inquiry learning. The second chapter introduces the application of inquiry learning in history teaching in senior high school, mainly from three aspects: breakthrough point, strategy and technique, and evaluation. In the actual operation, how to grasp the rhythm of the whole learning process, effectively guide students to explore, stimulate students' interest in learning, need teachers to master some basic strategies and skills. Knowing the effective cut-in point of historical inquiry learning, skillfully using the means of debate and so on, and catching the students' doubts and guesses carefully, will become the powerful weapon to carry out the history research study smoothly. In addition, because the research learning aims at training and cultivating students' autonomous learning consciousness and ability, the evaluation of historical research learning naturally needs to break through the convention and cannot be underestimated. Teachers should be able to comprehensively evaluate students' history learning through various ways rather than simply quantifying them. Reasonable evaluation means are the guarantee of effective and lasting development of history research learning. The third chapter is the author's reflection and summary on the whole process of historical research learning, including the transformation of teachers' roles, the setting of teaching objectives and the effective use of curriculum resources. The success or failure of history inquiry learning depends to a great extent on the position of history teachers to their own roles. Therefore, teachers must adapt to the teaching methods of inquiry learning, find their own "position" and change their roles as soon as possible. From an absolute authority on historical knowledge to a partner in learning with students. In addition, there are many details we need to pay attention to, including careful formulation of teaching objectives, the full development of school resources and so on.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

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