历史微故事在初中历史教学中的运用
发布时间：2018-11-17 21:32
【摘要】：历史故事是初中历史教学中的一个不可或缺的部分，它不仅能活跃历史课堂的气氛，让学生增加对历史的学习兴趣，也能起到在复习知识的过程中提供记忆的载体，加强学生对历史事件的印象，同时形成良好的世界观、人生观、价值观的作用。基于初中历史课堂节数有限，为使历史故事在有限的时间内发挥出它的最大功效，本文提出历史微故事的概念。 本文共分为绪论、正文、结语三大部分。 绪论部分主要讲述了本文的研究背景，介绍国内外关于历史微故事在历史教学中的运用的研究现状，说明本文的研究方法，明确研究的意义。 正文共分为四章。 第一章是介绍历史微故事的内涵及其选取原则。主要阐述了历史微故事的内涵，介绍了历史微故事的选取原则，即科学性、趣味性、针对性、批判性四个原则，并解释了每一个原则的具体内容。 第二章介绍历史微故事运用的原则及方式。首先阐述历史微故事在实践中运用应该遵循的原则，，包括教师主导性原则、学生主体性原则、择优选取性原则。然后讲述了历史微故事运用的方式，包括运用方式的分类、运用时机的分类、开展教学活动方式的分类。 第三章主要介绍历史微故事在初中历史教学实践中的运用探索。首先分析了历史微故事在历史教学实践中运用的优势，在此基础上，以《法国大革命和拿破仑帝国》作为历史微故事应用的具体范例，展示了具体教学案例。通过具体的教学实践，分析了历史微故事在实践中运用的可行性以及存在的问题，为指导教学提供了具体的参考。 第四章主要介绍历史微故事在实现课程目标方面的积极意义。通过实践总结了历史微故事在知识与能力、过程与方法、情感态度价值观三个方面的意义。 结语部分是本文的结论及理论提升。历史故事在初中历史教学中的运用，尽管它还存在着一定的不足，但是它为中学历史教育提供了更加新颖的形式，有利于初中生历史历史思维的培养和正确价值观的形成。
[Abstract]:History story is an indispensable part of history teaching in junior high school. It can not only enliven the atmosphere of history classroom and make students more interested in history, but also provide a carrier of memory in the course of reviewing knowledge. Strengthen students' impression of historical events and form a good world outlook, outlook on life and values. Based on the limited section of history classroom in junior high school, in order to make the history story exert its maximum effect in a limited time, this paper puts forward the concept of historical micro-story. This paper is divided into three parts: introduction, text and conclusion. The introduction part mainly narrates the research background of this article, introduces the domestic and foreign research status of the application of the history micro-story in the history teaching, explains the research method of this article, and clarifies the significance of the research. The text is divided into four chapters. The first chapter introduces the connotation and selection principle of historical micro story. This paper mainly expounds the connotation of the historical micro-story, introduces the selection principles of the historical micro-story, that is, scientific, interesting, targeted and critical, and explains the concrete contents of each principle. The second chapter introduces the principles and methods of the application of historical microstories. Firstly, the paper expounds the principles that should be followed in the application of historical microstories, including the principle of teacher leading, the principle of students' subjectivity, and the principle of choice and selection. Then, the author describes the application of historical microstories, including the classification of the use of the way, the use of the classification of opportunities, the classification of teaching activities. The third chapter mainly introduces the application and exploration of history micro story in junior middle school history teaching practice. This paper first analyzes the advantages of the use of historical microstories in the practice of history teaching, and on this basis, takes the French Revolution and Napoleon Empire as the concrete examples of the application of historical microstories, and shows the concrete teaching cases. Through the concrete teaching practice, this paper analyzes the feasibility and existing problems of the application of the historical micro-story in practice, and provides a concrete reference for guiding the teaching. The fourth chapter mainly introduces the positive significance of the history micro story in realizing the course goal. Through practice, this paper summarizes the significance of historical micro-story in three aspects: knowledge and ability, process and method, emotion, attitude and values. The conclusion part is the conclusion and theory promotion of this paper. The application of historical story in junior middle school history teaching, although it still has some shortcomings, but it provides a more novel form for middle school history education, which is conducive to the cultivation of junior high school students' historical thinking and the formation of correct values.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51
本文编号：2339100
[Abstract]:History story is an indispensable part of history teaching in junior high school. It can not only enliven the atmosphere of history classroom and make students more interested in history, but also provide a carrier of memory in the course of reviewing knowledge. Strengthen students' impression of historical events and form a good world outlook, outlook on life and values. Based on the limited section of history classroom in junior high school, in order to make the history story exert its maximum effect in a limited time, this paper puts forward the concept of historical micro-story. This paper is divided into three parts: introduction, text and conclusion. The introduction part mainly narrates the research background of this article, introduces the domestic and foreign research status of the application of the history micro-story in the history teaching, explains the research method of this article, and clarifies the significance of the research. The text is divided into four chapters. The first chapter introduces the connotation and selection principle of historical micro story. This paper mainly expounds the connotation of the historical micro-story, introduces the selection principles of the historical micro-story, that is, scientific, interesting, targeted and critical, and explains the concrete contents of each principle. The second chapter introduces the principles and methods of the application of historical microstories. Firstly, the paper expounds the principles that should be followed in the application of historical microstories, including the principle of teacher leading, the principle of students' subjectivity, and the principle of choice and selection. Then, the author describes the application of historical microstories, including the classification of the use of the way, the use of the classification of opportunities, the classification of teaching activities. The third chapter mainly introduces the application and exploration of history micro story in junior middle school history teaching practice. This paper first analyzes the advantages of the use of historical microstories in the practice of history teaching, and on this basis, takes the French Revolution and Napoleon Empire as the concrete examples of the application of historical microstories, and shows the concrete teaching cases. Through the concrete teaching practice, this paper analyzes the feasibility and existing problems of the application of the historical micro-story in practice, and provides a concrete reference for guiding the teaching. The fourth chapter mainly introduces the positive significance of the history micro story in realizing the course goal. Through practice, this paper summarizes the significance of historical micro-story in three aspects: knowledge and ability, process and method, emotion, attitude and values. The conclusion part is the conclusion and theory promotion of this paper. The application of historical story in junior middle school history teaching, although it still has some shortcomings, but it provides a more novel form for middle school history education, which is conducive to the cultivation of junior high school students' historical thinking and the formation of correct values.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51
【参考文献】
相关期刊论文 前1条
1 赵士祥;;神入历史与理解力培养的教学研究——以历史故事的教学价值为例[J];历史教学(中学版);2012年06期
本文编号：2339100
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