中学历史情境创设的策略研究

发布时间：2018-10-25 18:15

【摘要】：历史情境教学法重建学生精神生活,注重认知、体验、感悟等生活形式的统一,通过情境的设计赋予学生生活意义和生命价值,让学生成为学习活动的主体,个体生活的主体以及社会活动的主体。优秀的历史情境教学课堂,可以提高课堂教学质量,关注学生发展的内在需求,笔者在已有的研究成果上,结合自身有限的教学实践经验,对中学历史情境教学中情境创设策略进行了初步探讨。本文主要分为五个部分:第一部分主要介绍了选题的缘由,情境教学的概念和情境教学国内外研究现状;第二部分分析了情境教学的理论基础和中学历史情境创设中应遵循的原则;第三部分是本论文的重点章节,对如何创设历史情境提出了几种主要的策略;第四部分探讨了中学历史情境教学的意义;第五部分是根据以上章节对中学历史情境教学中情境创设的要求,采用直观情境创设策略和问题情境创设策略,设计的情境教学案例。
[Abstract]:The historical situational teaching method reconstructs the students' spiritual life, pays attention to the unity of cognition, experience, perception and other life forms, endows the students with the meaning and value of life through the design of the situation, and makes the students become the main body of the learning activities. The main body of individual life and the subject of social activities. The excellent history situational teaching classroom can improve the classroom teaching quality and pay attention to the inner demand of the students' development. This paper probes into the strategy of situational creation in history situational teaching in middle school. This paper is divided into five parts: the first part mainly introduces the reason of selecting the topic, the concept of situational teaching and the research status of situational teaching at home and abroad; The second part analyzes the theoretical basis of situational teaching and the principles to be followed in the creation of historical situation in middle school. The third part is the key chapter of this paper, and puts forward several main strategies on how to create historical situation. The fourth part discusses the significance of historical situational teaching in middle school; The fifth part is according to the above chapter in the history situation teaching situation creation request, adopts the intuitive situation creation strategy and the question situation creation strategy, designs the situation teaching case.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.51

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