本文關鍵詞：在高三二輪復習中完成史學新范式教學的實踐探索　出處：《華中師范大學》2015年碩士論文　論文類型：學位論文

  更多相關文章： 史學新范式 高中歷史教學 二輪復習

【摘要】：隨著中小學課改的深入推進,目前的中學歷史教學中尤其是高中歷史教學中,對史學前沿的引入越來越普遍,從而對教師的教和學生的學都提出了更高的要求,尤其是史學新范式的應用更是隨處可見,從課標要求、教材編寫到高考試題,都能見到,但是如何在教學中把握史學新范式,如何讓學生更好地理解史學新范式并能熟練運用,一直困擾著一線教學。盡管史學界關于史學新范式的相關理論研究已經(jīng)比較豐富,其在高中歷史教學中的重要性也日益為廣大一線教師所重視,但是如何在教學實踐中完成這一教學目標,更多的是一線老師自我摸索。當然我們也能看到部分關于如何在一線教學中應用史學新范式的宏觀研究,只是目前少見在具體教學中如何組織教學、達成這一教學目標的實用性研究,因此,本文試圖以高三二輪復習中《世界資本主義經(jīng)濟政策的調(diào)整》這一專題為載體進行實施,期冀能探索出一條可操作性較強的辦法。由于這部分知識理論屬性較高,一方面,多年來的教學慣性,使得大部分中學一線教師對史學前沿關注度不夠,從而不太能很好掌握相關理論,另一方面也造成學生學習起來比較困難,使得老師在教學設計中很難把握。因此,本研究是以史學新范式為中心目標,立足一線教學實踐,通過問卷調(diào)查和分析,找出學生在相關知識點的薄弱環(huán)節(jié),再進行有針對性的教學設計。又因該內(nèi)容涉及的知識點相對龐雜,而且講求“縱橫”聯(lián)系,所以對學生能力要求較高,在新授課時進行系統(tǒng)講授難度較大,故筆者選擇在高三復習課中進行嘗試,而又由于一輪復習講求基礎,二輪才重聯(lián)系和提高,所以選擇在二輪復習時進行實踐。在高三二輪復習中,選擇以《世界資本主義經(jīng)濟政策的調(diào)整》這一專題為載體進行實施,課后對學生進行再次問卷調(diào)查,對比分析講前、講后數(shù)據(jù),進行總結反饋,從而評估教學效果,依據(jù)學生反饋進行教學反思,探索在高三歷史二輪復習中完成史學新范式這一教學內(nèi)容的可操作性,希望通過本研究給大家提供一點借鑒,并以此為基礎進一步探討高中歷史教學中完成史學新范式這一教學內(nèi)容甚至是其他史學理論的具體操作方案。
[Abstract]:With the deepening of the curriculum reform in primary and secondary schools, the introduction of the frontier of historiography is becoming more and more common in the history teaching in middle schools, especially in the history teaching in senior high schools, which puts forward higher requirements for both teachers and students. In particular, the application of the new paradigm of historiography can be seen everywhere, from the requirements of curriculum standards, the compilation of teaching materials to the college entrance examination questions, but how to grasp the new paradigm of historiography in teaching. How to make students better understand the new paradigm of historiography and be able to use it skillfully has been puzzling the front-line teaching, although the relevant theoretical research on the new paradigm of historiography has been relatively rich. Its importance in senior high school history teaching has been paid more and more attention by teachers, but how to complete this teaching goal in teaching practice. Of course, we can also see part of the macro-research on how to apply the new paradigm of historiography in front-line teaching, but at present, how to organize teaching in specific teaching is rare. Therefore, this paper attempts to carry out the topic of "Adjustment of World capitalist Economic Policy" in the review of the second round of Senior three. Hope to explore a more operable method. As this part of the knowledge theory attributes are high, on the one hand, the teaching inertia over the years, make most of the teachers in the forefront of history is not enough attention. On the other hand, it also makes it difficult for students to learn, and makes it difficult for teachers to grasp in teaching design. Therefore, this study is focused on the new paradigm of historiography. Based on the first-line teaching practice, through the questionnaire survey and analysis, find out the weak links of the students in the relevant knowledge points, and then carry out targeted teaching design. And stress "vertical and horizontal" contact, so the students' ability requirements are higher, in the new teaching system teaching is difficult, so I choose to try in the third year of review, and because of a round of review emphasis on the basis. In the second round of senior high school review, we choose to carry out practice with the theme of "Adjustment of World capitalist Economic Policy" as the carrier. After class, the students are surveyed again, and the data before and after the lecture are compared and analyzed, so as to evaluate the teaching effect and reflect on the teaching according to the students' feedback. To explore the feasibility of completing the new paradigm of historiography in the review of the second round of senior high school history, I hope to provide a little reference through this study. On the basis of this, the author further discusses how to complete the new paradigm of historiography in senior high school history teaching, even the concrete operation scheme of other historiography theories.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.51

【相似文獻】

相關期刊論文 前10條

1 曹全路;應用計算機網(wǎng)絡進行高中歷史教學初探[J];歷史教學;2000年11期

2 李小明;高中歷史教學探微[J];基礎教育研究;2000年05期

3 洪明;;研究性學習及其在高中歷史教學中的應用[J];中小學教師培訓;2001年08期

4 張埃平;高中歷史教學如何注重創(chuàng)新思維的培養(yǎng)[J];榆林高等�？茖W校學報;2001年01期

5 劉正萍;素質(zhì)教育觀下高中歷史教學之我見[J];教育探索;2002年06期

6 張書林;三乘三分組模式在高中歷史教學中的運用[J];歷史教學;2005年10期

7 宋振l，

本文編號：1401094