高中历史单元教学设计研究
发布时间：2018-09-12 13:35
【摘要】：新课改以来,高中历史课程体系已突破以往课程内容的编排,采用“模块+专题”的编排体例,呈现的内容是“贯通古今,中外关联”。高中历史每个单元呈现的内容主题一致,一个单元中各课知识之间有着内在联系。但是,从整体上来说,目前高中课程内容设置为政治、经济、文化这三个模块,相对割裂了这三者之间的联系,这便会与中学生在初中所形成的历史“通史”这一认知存在冲突,影响学生对历史知识的理解。教学设计是高中历史教师进行教学时必不可少的环节,但是大多数老师关注的一般都是课时教学设计,而往往忽略单元教学设计的重要性。单元教学设计不仅一定程度上体现教师专业素养,也是高中历史专题教材编写意义的重要体现。单元教学设计的有效实施有利于教师专业素养的提高和体现新课改为了学生全面发展的这一理念,具有一定的教育教学价值。笔者基于研究现状的梳理,就高中历史单元教学设计的现状设计调查问卷。对江苏五所学校的一些高中历史教师进行问卷调查。主要是从三个维度进行调查,分别是高中历史教师进行单元教学设计的基本情况,二是高中历史教师进行单元教学设计的课堂教学层面,三是从历史教科书的角度了解单元教学设计的实施情况。呈现出了调查的基本情况,对于教龄与单元教学设计的关系也作了相关性差异分析,发现教龄与单元教学设计的使用之间有一定的联系。笔者通过调查发现目前高中历史单元教学设计存在着具体实施困难、形式比较单一等问题。并且从客观方面如社会层面、教科书层面、学生认知等层面,主观方面从教师层面进行了产生一些问题的原因分析。针对调查所呈现出的具体实施困难、形式比较单一等问题,提出了三个方面的解决策略。在教科书方面阐述教科书与教师进行教学设计的关系,提出编写教科书要突出主线,呈现专题性,符合三序融合;在教师方面主要就教师的知识素养和教学技能提出了一些建议。最后在教学设计策略方面在教学目标、学情分析、教材分析、整合教学方式、设置多元评价方面提出了具有实践意义的建议。
[Abstract]:Since the new curriculum reform, the history curriculum system of senior high school has broken through the arrangement of the former curriculum content and adopted the method of "special topic of module". The content presented is "connecting the ancient and the modern, the Chinese and the foreign". Each unit of high school history presents the same theme, and the knowledge of each class in one unit is interlinked. However, on the whole, the current curriculum content of senior high schools is set up as three modules: politics, economy and culture, which are relatively seperated between these three modules. This will conflict with the cognition of history "general history" formed by middle school students, which will affect students' understanding of historical knowledge. Teaching design is an indispensable link in the teaching of history teachers in senior high school, but most teachers pay attention to the teaching design of class hours, and often ignore the importance of unit teaching design. Unit teaching design not only reflects teachers' professional quality to some extent, but also embodies the significance of compiling textbooks on history topics in senior high schools. The effective implementation of unit teaching design is beneficial to the improvement of teachers' professional quality and reflects the idea that the new course has been changed into a comprehensive development of students, which has certain educational and teaching value. Based on the current situation of the research, the author designs a questionnaire on the current situation of the teaching design of historical units in senior high school. A questionnaire survey was conducted on some senior high school history teachers in five schools in Jiangsu province. Mainly from the three dimensions of the investigation, respectively, is the basic situation of senior high school history teachers carrying out unit teaching design, and the second is the classroom teaching level of senior high school history teachers' unit teaching design. Third, from the perspective of history textbooks to understand the implementation of unit teaching design. This paper presents the basic situation of the investigation and analyzes the relationship between teaching age and unit teaching design. It is found that there is a certain relationship between teaching age and the use of unit teaching design. Through the investigation, the author finds that there are some problems in the teaching design of historical unit in senior high school. And from the objective aspects such as social level, textbook level, student cognition and so on, subjective aspects from the teacher level to produce some problems cause analysis. Aiming at the problems of the concrete implementation difficulty and the relatively single form, this paper puts forward three solutions. In terms of textbooks, this paper expounds the relationship between textbooks and teachers' teaching design, and puts forward that the compilation of textbooks should highlight the main line, present a special theme and conform to the integration of three orders; Some suggestions on teachers' knowledge literacy and teaching skills are put forward. Finally, some practical suggestions are put forward in teaching design strategy, such as teaching goal, learning situation analysis, teaching material analysis, integrating teaching method and setting up multiple evaluation.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51
本文编号：2239160
[Abstract]:Since the new curriculum reform, the history curriculum system of senior high school has broken through the arrangement of the former curriculum content and adopted the method of "special topic of module". The content presented is "connecting the ancient and the modern, the Chinese and the foreign". Each unit of high school history presents the same theme, and the knowledge of each class in one unit is interlinked. However, on the whole, the current curriculum content of senior high schools is set up as three modules: politics, economy and culture, which are relatively seperated between these three modules. This will conflict with the cognition of history "general history" formed by middle school students, which will affect students' understanding of historical knowledge. Teaching design is an indispensable link in the teaching of history teachers in senior high school, but most teachers pay attention to the teaching design of class hours, and often ignore the importance of unit teaching design. Unit teaching design not only reflects teachers' professional quality to some extent, but also embodies the significance of compiling textbooks on history topics in senior high schools. The effective implementation of unit teaching design is beneficial to the improvement of teachers' professional quality and reflects the idea that the new course has been changed into a comprehensive development of students, which has certain educational and teaching value. Based on the current situation of the research, the author designs a questionnaire on the current situation of the teaching design of historical units in senior high school. A questionnaire survey was conducted on some senior high school history teachers in five schools in Jiangsu province. Mainly from the three dimensions of the investigation, respectively, is the basic situation of senior high school history teachers carrying out unit teaching design, and the second is the classroom teaching level of senior high school history teachers' unit teaching design. Third, from the perspective of history textbooks to understand the implementation of unit teaching design. This paper presents the basic situation of the investigation and analyzes the relationship between teaching age and unit teaching design. It is found that there is a certain relationship between teaching age and the use of unit teaching design. Through the investigation, the author finds that there are some problems in the teaching design of historical unit in senior high school. And from the objective aspects such as social level, textbook level, student cognition and so on, subjective aspects from the teacher level to produce some problems cause analysis. Aiming at the problems of the concrete implementation difficulty and the relatively single form, this paper puts forward three solutions. In terms of textbooks, this paper expounds the relationship between textbooks and teachers' teaching design, and puts forward that the compilation of textbooks should highlight the main line, present a special theme and conform to the integration of three orders; Some suggestions on teachers' knowledge literacy and teaching skills are put forward. Finally, some practical suggestions are put forward in teaching design strategy, such as teaching goal, learning situation analysis, teaching material analysis, integrating teaching method and setting up multiple evaluation.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51
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