思维导图在初中历史课堂教学中的应用及效果研究

发布时间：2019-04-28 20:48

【摘要】：当今中学历史课堂教学中一直有一个无法突破的瓶颈,那就是许多中学教师在教学过程中,习惯性地按照自己个人思维方式和教学模式向学生生硬地灌输历史事件或历史概念。学生在这种生搬硬套的课堂氛围中,对知识根本没有或者很少在自己大脑进行加工,所以,他们无法深入了解历史知识的内涵与外延,更不用说能够理解历史发展趋势。长此下去,历史成为学生们非常头疼的一门科目。并且许多学生历史学科越学越乱,越来越没有兴趣,最后放弃这个较边缘的小科目。针对这些实际情况,这就需要一种能够广泛而普遍使用的教学方法来增强陌生信息之间的内在联系和方便师生、生生之间的沟通。这种方法要能让学生更高效地把知识精髓融入自己的头脑,并且要让学生头脑里的知识个体产生逻辑联系,然后不断发生裂变,从无生有,有生多,多生无穷……从而形成一个完整的知识体系。思维导图以一个问题为中心思考点,向外不断拓展,裂变发散出许多与中心相关的中心点,它们之间又都存在着各种密切的联系。简单却又极其有效的“思维导图”教学方法就可以很好地解决历史教学困境。本文以北师大版初中历史教材部分典型内容为例,参照日常教学中思维导图的实际应用情况来研究和总结思维导图这种教学方法在历史教学中的应用实例和效果。希望通过介绍思维导图教学方法的研究概况和应用于教学的理论基础,将思维导图教学方法在中学历史课堂上的运用和推广,来增强学生自主构建知识体系的能力,从而使历史课堂教学更加有深度、有宽度、有广度。从而使中学历史教学突破瓶颈成为新时代学生提高文化素养的一门文化科目。
[Abstract]:Nowadays, there is a bottleneck that can not be broken through in the classroom teaching of history in middle schools, that is, in the teaching process, many middle school teachers habitually inculcate historical events or historical concepts to students according to their own personal thinking mode and teaching mode. In this kind of rigid classroom atmosphere, students do not or rarely process knowledge in their own brain. Therefore, they cannot understand the connotation and extension of historical knowledge, let alone understand the trend of historical development. For a long time, history has become a subject of great headache to the students. And many students learn history more disorderly, less and less interested, and finally give up this more marginal small subject. In view of these actual situation, it needs a kind of teaching method which can be widely used to enhance the internal connection between unfamiliar information and facilitate the communication between teachers, students and students. This approach should enable students to integrate the essence of knowledge more efficiently into their own minds, and let the individual knowledge in the mind of the students produce logical connections, and then break up constantly, from nothing to no existence, to more, more to infinity. Thus form a complete knowledge system. The mind map takes a problem as the center of thinking, expands outward, fuses out a lot of central points related to the center, and there are many kinds of close relations between them. The simple but extremely effective teaching method of "thinking map" can solve the predicament of history teaching very well. This paper takes some typical contents of the history teaching material of junior middle school in Bei normal University as an example, and studies and summarizes the application example and effect of thinking map in history teaching according to the actual application of thinking map in daily teaching. It is hoped that by introducing the general situation of the research on the thinking map teaching method and the theoretical basis of its application in the teaching, the application and promotion of the thinking map teaching method in the middle school history class will enhance the students' ability to construct the knowledge system independently. Thus make the history classroom teaching has the depth, has the width, has the breadth. In order to break through the bottleneck of history teaching in middle school, it is a cultural subject to improve students' cultural accomplishment in the new era.
【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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