高考改革背景下中学历史兴趣教学的研究
发布时间：2018-11-05 20:47
【摘要】：2014年9月4日,作为中央部署全面深化改革的重大举措之一,国家关于考试招生制度改革的实施意见4日正式发布,这也是恢复高考以来最为全面和系统的一次考试招生制度改革。用公式来解读这次高考改革就可以一目了然：高考总分=语数外+任选三门总分(不分文理科)。在任选3门课程的具体政策中,我们不难被这样的一句话所吸引：“考生根据本人兴趣特长和拟报考学校及专业的要求,从思想政治、历史、地理、物理、化学、生物、技术(含通用技术和信息技术)等7门设有加试题的高中学考科目中,选择3门作为高考选考科目”。这句话是否意味着30几年的应试灌输教育开始转向关注学生主体地位和个性兴趣的教育呢?在这样的大趋势下,每一位历史教育者都开始着眼自己的教学方式,改变以前传统的课堂,更加关注学生的兴趣和个性,如何培养学生学习历史的兴趣,将兴趣教学与实践相结合,把学生吸引到历史课堂上,是每一位历史教育者值得努力的目标和方向。本文从分析高考改革新形势入手,通过对在校生历史学习的调查,解析高考背景下提倡在中学历史引进兴趣教学的原因,探讨近年来中学历史兴趣教学的现状以及总结存在的问题,提出中学兴趣教学实施的对策建议,希望能为历史教育者在新高考背景下改进历史教学提供一些启发和借鉴。
[Abstract]:On September 4, 2014, as one of the major measures taken by the central authorities to comprehensively deepen the reform, the State's opinions on the implementation of the reform of the examination and enrollment system were officially issued on the 4th. This is also the most comprehensive and systematic reform of the entrance examination system since the restoration of the college entrance examination. It is clear from the formula that the reform of the college entrance examination can be understood at a glance: the total score of the college entrance examination = the total score of three subjects other than the number of languages (regardless of arts and sciences). In the specific policy of choosing three courses, it is not difficult for us to be attracted by the following words: "the examinee, according to his special interests and the requirements of his school and major, from ideological and political, historical, geographical, physical, chemical, biological, Technology (including general technology and information technology) and other 7 high school subjects with additional test questions, choose 3 subjects for the college entrance examination. Does this mean that more than 30 years of exam-oriented indoctrination has shifted to education that focuses on students' subjective status and individual interests? Under such a general trend, every history educator has begun to focus on his own teaching methods, changing the traditional classroom, paying more attention to students' interests and personality, and how to cultivate students' interest in learning history. It is a goal and direction for every history educator to combine interest teaching with practice and attract students to history class. Based on the analysis of the new situation of college entrance examination reform and the investigation of college students' history study, this paper analyzes the reasons why we advocate introducing interest in history teaching in middle school under the background of college entrance examination. This paper probes into the present situation of history interest teaching in middle schools in recent years and summarizes the existing problems, and puts forward some countermeasures and suggestions for the implementation of interest teaching in middle schools, hoping to provide some inspiration and reference for history educators to improve history teaching under the new college entrance examination.
【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
本文编号：2313412
[Abstract]:On September 4, 2014, as one of the major measures taken by the central authorities to comprehensively deepen the reform, the State's opinions on the implementation of the reform of the examination and enrollment system were officially issued on the 4th. This is also the most comprehensive and systematic reform of the entrance examination system since the restoration of the college entrance examination. It is clear from the formula that the reform of the college entrance examination can be understood at a glance: the total score of the college entrance examination = the total score of three subjects other than the number of languages (regardless of arts and sciences). In the specific policy of choosing three courses, it is not difficult for us to be attracted by the following words: "the examinee, according to his special interests and the requirements of his school and major, from ideological and political, historical, geographical, physical, chemical, biological, Technology (including general technology and information technology) and other 7 high school subjects with additional test questions, choose 3 subjects for the college entrance examination. Does this mean that more than 30 years of exam-oriented indoctrination has shifted to education that focuses on students' subjective status and individual interests? Under such a general trend, every history educator has begun to focus on his own teaching methods, changing the traditional classroom, paying more attention to students' interests and personality, and how to cultivate students' interest in learning history. It is a goal and direction for every history educator to combine interest teaching with practice and attract students to history class. Based on the analysis of the new situation of college entrance examination reform and the investigation of college students' history study, this paper analyzes the reasons why we advocate introducing interest in history teaching in middle school under the background of college entrance examination. This paper probes into the present situation of history interest teaching in middle schools in recent years and summarizes the existing problems, and puts forward some countermeasures and suggestions for the implementation of interest teaching in middle schools, hoping to provide some inspiration and reference for history educators to improve history teaching under the new college entrance examination.
【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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，本文编号：2313412
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