高中历史教学的学情分析现状研究

发布时间：2018-03-29 20:18

本文选题：学情　切入点：学情分析　出处：《湖南师范大学》2016年硕士论文

【摘要】：新一轮的课程改革的核心理念是“为了每一个学生的发展”,它要求教师教学必须面向全体学生。因此,研究学生、了解学生便成为教师日常教学中必不获缺的环节。从教师的角度来讲,学生的情况特别复杂,个体之间的差异普遍存在。面对一个个鲜活的生命,怎样才能在教学之前更好地了解学生的情况,以确保教学能从学生实际出发、满足学生需求,提高教学的质量和效率,是所有教师特别关心的问题。因此,学情分析便应运而生。学情分析的重要性已经不言而喻了,那么在中学历史学科中学情分析的现状究竟如何呢?笔者不仅以问卷的形式调查了来自湖南长沙十余所中学的51名一线高中历史教师,从他们对学情分析的内容、方法、作用等方面的理解以及对学情分析的重视程度、遇到的困惑与问题等,还通过实例分析、实地调查等方式了解目前高中历史教师学情分析的基本情况;最后发现高中历史学情分析现状主要包括了以下二个问题:第一“有没有”做学情分析;第二学情分析做的“好不好”。因此,本研究着重从理性的角度剖析了目前学情分析出现问题的原因,并且给出了学情分析的内容、方法与原则。学情分析的内容分为横向关注点和纵向关注的两方面。横向关注点包括学生过去的“已知”、现在“需知”、“能知”、未来的“想知”等四个方面,纵向关注点包括学习者一般特征、学情风格、学习兴趣和学习环境等方面来分析学生情况。学情分析的方法包括:观察法、文献研究法、问卷调查法、访谈法。学情分析的原则:全面性的原则、差异性的原则、具体性的原则、深刻性的原则。最后又从教学实践出发以《新文化运动与马克思主义的传播》为例进行学情分析。
[Abstract]:The core idea of the new round of curriculum reform is "for the development of every student", which requires teachers to teach to all students. Understanding students becomes an indispensable part of teachers' daily teaching. From the teacher's point of view, the situation of students is particularly complex, and the differences between individuals are widespread. How to better understand the situation of students before teaching so as to ensure that teaching can meet the needs of students and improve the quality and efficiency of teaching is a matter of special concern to all teachers. The importance of learning analysis has been self-evident, so what is the status quo of learning situation analysis in middle school history? The author not only investigated 51 senior high school history teachers from more than ten middle schools in Changsha, Hunan Province, by questionnaire, from their understanding of the content, method, function and so on of the analysis of learning situation, as well as the degree of attention to the analysis of learning situation. The puzzles and problems encountered, and so on, through the case analysis, field investigation and other ways to understand the current high school history teachers learning situation analysis of the basic situation; Finally, it is found that the present situation of historical situation analysis in senior high school mainly includes the following two questions: first, whether or not to do the situation analysis; second, whether the situation analysis is good or not. This study focuses on the rational analysis of the reasons for the problems in the current situation analysis, and gives the content of the situation analysis. Methods and principles. The content of the situation analysis is divided into two aspects: horizontal concern and vertical concern. The horizontal focus includes the students'"known" in the past, "need to know", "can know" and "want to know" in the future. Longitudinal concerns include the general characteristics of learners, learning style, learning interest and learning environment to analyze the situation of students. The methods of learning situation analysis include: observation, literature research, questionnaire, etc. Interview method. The principle of the analysis of learning situation: the principle of comprehensiveness, the principle of difference, the principle of concreteness and the principle of profundity. Finally, taking the spread of New Culture Movement and Marxism as an example, the author makes an analysis of the situation of learning from the teaching practice.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.51

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