活动教学法在初中历史教学中的运用研究
发布时间：2018-11-28 13:53
【摘要】：活动教学法是以学生认知能力、价值观念以及情感培养等素质的发展为目的,通过教师对教学内容进行细心设计与组织,以学生自身发展特点与兴趣点为基础,创设与课堂内容相契合的多样化的情境活动,让学生独立体验并积极参与的活动。本文基于初中生独特的心理特点与内心需求,选择了初中生历史课堂作为活动教学法运用的平台,对其课堂设计、课堂实施存在的问题进行了系统阐述与分析,并就此提出了相应的应对策略。第一部分对本文研究的目的、意义、国内外研究现状、研究方法以及研究的创新与不足进行了叙述,其中本文的创新之处在于选择了初中阶段、历史学科予以活动教学法研究。第二部分对活动教学法概念进行了界定,另外,对活动教学法在初中历史教学中使用的必要性以及理论基础分别进行了阐述。第三部分叙述了活动教学法在初中历史教学中的使用情况。其中,就活动教学法在初中历史教学中的不同表现形式作出了系统化阐述,其表现形式主要有角色扮演、课堂自由空间的发挥、师生角色对换、布置实践作业以及第二课堂的运用等,另外以《原始农耕文化的遗存》与《商鞅变法》为例,对活动教学法在历史课堂的具体实施进行了详细设计。第四部分对活动教学法在教学运用中存在的问题提出了自己的看法。就其需要注意的问题,认为存在教学任务与课堂学时间矛盾、学生自觉性与组织性欠缺、学生互动灵活配合欠缺的问题、存在抄袭现象、硬件设施欠缺、作业与学生实际情况存在矛盾的问题。第五部分围绕师生彼此认同、克服定势思维的消极影响、提高教师的综合素养、注重历史课代表作用以及注重对学生学习方法的指导等提出了相应的解决策略。第六部分就本文观点进行了总结,并就活动教学法在初中历史课堂的未来研究趋势做出了分析。
[Abstract]:The activity teaching method aims at the development of students' cognitive ability, value concept and emotion cultivation, and it is based on the students' own development characteristics and interest points, through the careful design and organization of the teaching contents by the teachers. Create a variety of situational activities consistent with the classroom content, allowing students to experience and actively participate in activities. Based on the unique psychological characteristics and inner needs of junior high school students, this paper chooses the history classroom of junior high school students as the platform for the use of activity teaching method, and systematically expounds and analyzes the problems existing in the classroom design and classroom implementation. And put forward the corresponding countermeasures. The first part describes the purpose and significance of this study, the current research situation at home and abroad, the research methods and the innovation and deficiency of the research. The innovation of this paper lies in the selection of junior middle school, the history subject as the activity teaching method. The second part defines the concept of activity teaching method. In addition, it expounds the necessity and theoretical basis of the use of activity teaching method in history teaching in junior high school. The third part describes the use of activity-based teaching method in junior high school history teaching. Among them, the different manifestations of activity teaching method in junior high school history teaching are systematically expounded. The main forms of expression are role playing, classroom free space, teachers and students' role exchange. The practical assignment and the application of the second classroom are arranged. In addition, taking "the relics of the primitive farming Culture" and "Shang Yang Reform" as examples, the concrete implementation of the activity teaching method in the history classroom is designed in detail. In the fourth part, the author puts forward his own views on the problems existing in the application of activity-based teaching method. In view of the problems it needs to pay attention to, it is considered that there are contradictions between teaching tasks and classroom learning time, lack of students' consciousness and organization, lack of flexible cooperation between students, plagiarism and lack of hardware facilities. There are contradictions between homework and students' actual situation. The fifth part puts forward the corresponding solutions around the teachers and students to identify with each other, overcome the negative impact of fixed thinking, improve teachers' comprehensive literacy, pay attention to the role of history class representative, and pay attention to the guidance of students' learning methods. The sixth part summarizes the viewpoint of this paper and analyzes the future research trend of activity teaching method in junior middle school history classroom.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51
本文编号：2363027
[Abstract]:The activity teaching method aims at the development of students' cognitive ability, value concept and emotion cultivation, and it is based on the students' own development characteristics and interest points, through the careful design and organization of the teaching contents by the teachers. Create a variety of situational activities consistent with the classroom content, allowing students to experience and actively participate in activities. Based on the unique psychological characteristics and inner needs of junior high school students, this paper chooses the history classroom of junior high school students as the platform for the use of activity teaching method, and systematically expounds and analyzes the problems existing in the classroom design and classroom implementation. And put forward the corresponding countermeasures. The first part describes the purpose and significance of this study, the current research situation at home and abroad, the research methods and the innovation and deficiency of the research. The innovation of this paper lies in the selection of junior middle school, the history subject as the activity teaching method. The second part defines the concept of activity teaching method. In addition, it expounds the necessity and theoretical basis of the use of activity teaching method in history teaching in junior high school. The third part describes the use of activity-based teaching method in junior high school history teaching. Among them, the different manifestations of activity teaching method in junior high school history teaching are systematically expounded. The main forms of expression are role playing, classroom free space, teachers and students' role exchange. The practical assignment and the application of the second classroom are arranged. In addition, taking "the relics of the primitive farming Culture" and "Shang Yang Reform" as examples, the concrete implementation of the activity teaching method in the history classroom is designed in detail. In the fourth part, the author puts forward his own views on the problems existing in the application of activity-based teaching method. In view of the problems it needs to pay attention to, it is considered that there are contradictions between teaching tasks and classroom learning time, lack of students' consciousness and organization, lack of flexible cooperation between students, plagiarism and lack of hardware facilities. There are contradictions between homework and students' actual situation. The fifth part puts forward the corresponding solutions around the teachers and students to identify with each other, overcome the negative impact of fixed thinking, improve teachers' comprehensive literacy, pay attention to the role of history class representative, and pay attention to the guidance of students' learning methods. The sixth part summarizes the viewpoint of this paper and analyzes the future research trend of activity teaching method in junior middle school history classroom.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51
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