高中历史教科书的个性化作业探讨

发布时间：2018-08-23 11:16

【摘要】：教育是培养人的一种社会活动,而每个学生由于遗传因素、成长环境等的不同,造成了个性差异。这个差异体现在学生的性格、气质、能力、个人需要、兴趣和自我认识等方面。教师应立足于学生个性的差异,满足学生个别学习的需要,以促进每个学生在原有基础上得到充分发展,促进自我教育。作业是衡量学习者学习有无进展,以及进展到何种程度的重要标志,也是教学活动获得反馈信息的重要渠道。传统的历史作业存在形式单一、内容单调、评价绝对的问题,这些都不利于学生对历史知识的掌握、历史学科能力的训练以及公民素质的养成。高中阶段是学生的自我意识和自我评价意识建立的重要时期,这一阶段的学生开始具有相对独立的价值判断能力,独立思考的意识比较强烈,有探究的渴望,关心自己的个性发展,自尊心和道德感大大增强。为此,历史作业需要进行相应的改革,以适应学生的个性差异,使其学业在各自原有基础上得到最大可能的发展,并且最终使学生的整体素质得到提高。本文分为四个部分。第一部分明晰历史个性化作业的概念,并阐述其理论基础。第二部分首先回顾历史个性化作业的发展历程,其次以现行的三个版本高中历史教科书为例,分析历史个性化作业的现状及其改革趋向。第三部分基于历史学科的课程目标,重点论述如何从知识、能力、过程、情感维度出发,设计出适应学生个性差异的历史作业。第四部分则论述如何对个性化历史作业进行评价。20世纪80年代以来,我国的中学历史作业在作业形式、思想内涵等许多方面都进行了个性化的探索,藉以提高学生素质,培养学生创造性思维和发展学生个性。但是随着新课改的深入发展,现行高中历史教科书的作业在个性化设计方面的不足也日益显现。因此,应探索历史个性化作业设计的可行之路,在充分发展学生的自主、合作、探究学习方式改革的基础上,建立起一套个性化历史作业的评价方式。
[Abstract]:Education is a kind of social activity to train people, and each student has different personality because of the difference of genetic factors and growing environment. This difference is reflected in the student's personality, temperament, ability, personal needs, interest and self-knowledge. Teachers should base themselves on the differences of students' personality and meet the needs of students' individual learning in order to promote each student to get full development and promote self-education on the basis of the original. Homework is not only an important indicator of learners' progress in learning, but also an important channel for teaching activities to get feedback. The single form of traditional history homework, the monotonous content and the absolute problem of evaluation are all unfavorable to the students' mastery of history knowledge, the training of history subject ability and the cultivation of citizen's quality. The stage of high school is an important period for students to establish their self-awareness and self-evaluation consciousness. Students in this stage begin to have relatively independent ability of value judgment, strong sense of independent thinking and desire to explore. Care for their own personality development, self-esteem and moral sense greatly increased. Therefore, it is necessary to reform the history assignment in order to adapt to the differences of students' personality, to make their studies develop as far as possible on their original basis, and finally to improve the students' overall quality. This paper is divided into four parts. The first part clarifies the concept of historical individualized work and expounds its theoretical basis. The second part first reviews the history of the development of historical personalized homework, and then takes the three versions of senior high school history textbooks as an example to analyze the current situation and reform trend of historical individualized homework. The third part is based on the curriculum objectives of the history course, which focuses on how to design a history assignment adapted to the students' personality differences from the aspects of knowledge, ability, process and emotion. The fourth part discusses how to evaluate the individualized historical work. Since the 1980s, the middle school history homework in our country has carried on the individualized exploration in the work form, the thought connotation and so on, in order to improve the student's quality. Cultivate students' creative thinking and develop students' personality. However, with the further development of the new curriculum reform, the deficiency in individualized design of the current senior high school history textbook is becoming more and more obvious. Therefore, we should explore the feasible way of historical individualized assignment design, and establish a set of evaluation methods of individualized historical homework on the basis of fully developing students' autonomy, cooperation and exploring the reform of learning style.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

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