高中历史生活化教学的运用研究

发布时间：2018-06-18 13:16

本文选题：高中 + 历史教学　；参考：《华中师范大学》2016年硕士论文

【摘要】：教育来源于生活又高于生活,教学不能脱离生活而独立存在。随着新一轮教育改革的推进,发展性和生活性目标受到重视,“教育回归生活”的呼声日益高涨,生活化教学理论研究日益完善。只有将教学与生活相结合,才能培养出适应现实生活、实现自我价值、为社会做贡献的优秀人才,推动社会进步和发展。历史生活化教学就是在历史教学中将“生活”贯穿始终,教学目标、教学内容、教学方法、教学资源、教学评价等的选择和运用都要和现实生活进行有机结合,树立生活化教学理念,在教学过程中关注学生的生活体验,让历史贴近现实,以学生生活能力的提高作为教学评价的标准,实现教学与生活的良性互动,促进历史教育的发展。实现历史生活化教学,既是顺应我国当前教育改革、实现历史学科价值、发挥历史学科教育功能的要求,也是解决当前历史教学困顿现状、促进高中生身心健康发展的要求。为了了解当前高中历史生活化教学的实施现状,笔者对江西省赣州市四所高中的部分教师和学生进行调查问卷和访谈,结果表明：教师和学生普遍认可历史教学的生活化,认识到了生活化教学实施的必要性和意义,教师愿意积极尝试生活化教学,学生也普遍表示欢迎。但是,生活化教学在历史课堂中的运用并不乐观,学生学习历史的主观意向不强,对历史的实际功用价值认识不足,在历史课堂中的生活化需求也被忽略,教师在实际教学中对历史和生活的联系缺乏重视。另外,受到教学体制、教师素质以及现实条件等因素的影响,生活化教学的实施面临着诸多困难。鉴于当前高中历史生活化教学现状并不乐观,历史教师应该在教学过程中尽量克服困难,树立生活化教学理念,在备课、上课、布置作业和教学评价过程中进行生活化教学实践。首先,在备课过程中,教师要了解学生的已有知识和生活经验,制定生活化的历史课堂教学目标,挖掘生活化课程资源；在上课过程中,课堂导入“生活化”,创设生活化历史情境,教学语言“生活化”,建立平等的师生关系；其次,教师要布置“生活化”的历史作业,提高学生的生活实践能力；最后,教学评价方式要多元化,重视学生生活能力的培养。
[Abstract]:Education comes from life and is higher than life. Teaching cannot exist independently from life. With the promotion of the new round of education reform, the goal of development and living life has been attached importance to, the voice of "education returning to life" is rising day by day, and the theoretical research of life teaching is becoming more and more perfect. Only by combining teaching with life can we cultivate outstanding talents who can adapt to real life, realize self-worth and contribute to society, and promote social progress and development. In history teaching, life teaching means that the choice and application of "life" in history teaching should be combined organically with real life, including the choice and application of teaching objectives, teaching contents, teaching methods, teaching resources, teaching evaluation, etc. In order to realize the positive interaction between teaching and living and to promote the development of history education, we should establish the concept of life-oriented teaching, pay attention to students' life experience in the teaching process, make history close to the reality, take the improvement of students' living ability as the standard of teaching evaluation, and realize the positive interaction between teaching and life. To realize the teaching of history life is not only the requirement of conforming to the current educational reform of our country, realizing the value of history subject, giving full play to the educational function of history subject, but also the requirement of solving the current difficult situation of history teaching and promoting the development of high school students' physical and mental health. In order to understand the current implementation situation of life teaching in senior high school, the author investigated and interviewed some teachers and students of four senior high schools in Ganzhou, Jiangxi province. The results showed that teachers and students generally recognized the life of history teaching. Recognizing the necessity and significance of the implementation of life-oriented teaching, teachers are willing to actively try life teaching, and students generally welcome it. However, the application of life teaching in history classroom is not optimistic, the subjective intention of students to study history is not strong, the understanding of the actual function value of history is insufficient, and the need for life in history classroom is also ignored. Teachers pay little attention to the connection between history and life in actual teaching. In addition, due to the influence of teaching system, teachers' quality and realistic conditions, the implementation of life-oriented teaching is faced with many difficulties. In view of the fact that the current situation of life teaching in senior high school is not optimistic, history teachers should try their best to overcome the difficulties in the teaching process, establish the concept of life teaching, prepare lessons and attend classes. In the process of assignment and teaching evaluation, the practice of life-based teaching is carried out. First of all, in the course of preparing lessons, teachers should understand the students' existing knowledge and life experience, formulate the historical classroom teaching objectives of life, and tap into the curriculum resources of life. Creating the historical situation of life, teaching language "life", establishing equal teacher-student relationship; secondly, teachers should arrange historical assignments of "life" to improve students' living practice ability; finally, teaching evaluation methods should be diversified. Attach importance to the cultivation of students' living ability.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.51

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