本文關(guān)鍵詞： 角色扮演教學(xué) 初中歷史 新課程改革　出處：《內(nèi)蒙古師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：角色扮演教學(xué)活動(dòng)在中學(xué)歷史課堂中的運(yùn)用與實(shí)施,不僅促進(jìn)了教學(xué)理念的轉(zhuǎn)變,而且是對(duì)傳統(tǒng)歷史教學(xué)的一種革命性的改革,對(duì)歷史教學(xué)具有重要的意義。本論文將踏著歷史的足跡,以角色扮演理論為支撐,回歸現(xiàn)實(shí)歷史課堂,感受這歷史教學(xué)之新亮點(diǎn)。論文從當(dāng)前歷史課程改革的大趨勢(shì)出發(fā),以歷史學(xué)科的特點(diǎn)和歷史課程目標(biāo)為依據(jù),通過對(duì)歷史教材和初中生心理特點(diǎn)等分析,并以其理論和現(xiàn)實(shí)意義為依托,詳細(xì)的對(duì)角色扮演的可行性做出了研究。文中通過對(duì)國內(nèi)外文獻(xiàn)綜述的整合與梳理,對(duì)角色扮演教學(xué)進(jìn)行了歷史透視。并以教育學(xué)、教育心理學(xué)等理論為出發(fā)點(diǎn),分析了其理論基礎(chǔ)。綜述目前中學(xué)歷史角色扮演教學(xué)的發(fā)展?fàn)顩r,展望了其今后的發(fā)展方向。由于角色扮演從屬于活動(dòng)教學(xué)方式,因此它需要遵循一定的操作程序。首先應(yīng)明確教師和學(xué)生在角色扮演教學(xué)中分別充當(dāng)?shù)慕巧?這是實(shí)施其教學(xué)的關(guān)鍵所在。其次教師在教學(xué)準(zhǔn)備階段,應(yīng)選擇適合角色扮演的素材和主題、告知它的規(guī)范和要求、創(chuàng)設(shè)相應(yīng)的問題情境、指導(dǎo)學(xué)生搜集相關(guān)資料、挑選合適的表演者、并組織好學(xué)生觀眾,準(zhǔn)備下一階段的表演。這是確�；顒�(dòng)順利實(shí)施的前提。再次,在活動(dòng)的實(shí)施階段,教師應(yīng)組織學(xué)生“演員”和“觀眾”之間開展有效的合作,在此基礎(chǔ)上實(shí)施表演。最后針對(duì)學(xué)生表演的情況做出總結(jié)和評(píng)價(jià)。文中通過對(duì)其理論研究和實(shí)踐案例的分析,得出角色扮演教學(xué)對(duì)提高學(xué)生的認(rèn)知能力、語言表達(dá)能力等具有獨(dú)特優(yōu)勢(shì)等結(jié)論。但是,任何一種教學(xué)方式都不是萬能的,同樣在教學(xué)實(shí)踐中存在一些問題,如課堂、學(xué)生和教師方面的問題。這就需要我們加以改進(jìn)。從轉(zhuǎn)變舊觀念、結(jié)合使用多種教學(xué)方式、提高學(xué)生和教師的綜合素質(zhì)能力等方面著手,對(duì)其進(jìn)一步完善,讓角色扮演教學(xué)發(fā)揮最大的作用。
[Abstract]:The application and implementation of role-playing teaching activities in middle school history classroom not only promotes the change of teaching idea, but also revolutionizes the traditional history teaching. This paper will follow the footsteps of history, with the role playing theory as the support, return to the real history classroom. The thesis starts from the trend of the current history curriculum reform, based on the characteristics of history and history curriculum objectives, through the history teaching materials and junior high school students psychological characteristics and so on. And on the basis of its theoretical and practical significance, the feasibility of role playing is studied in detail. This paper makes a historical perspective on role-playing teaching, and analyzes its theoretical basis based on the theories of pedagogy and educational psychology, and summarizes the current development of historical role-playing teaching in middle schools. It looks forward to its future development direction. Because role-playing is subordinate to the active teaching mode, it needs to follow certain operating procedures. First of all, the roles played by teachers and students in role-playing teaching should be clearly defined. This is the key to the implementation of its teaching. Secondly, in the teaching preparation stage, teachers should choose materials and themes suitable for the role play, inform it of its norms and requirements, and create the corresponding problem situations. Guide students to collect relevant information, select the appropriate performers, and organize the student audience to prepare for the next stage of the performance. This is the premise to ensure the smooth implementation of the activity. Again, in the implementation phase of the activity. Teachers should organize effective cooperation between students'"actors" and "spectators". On this basis, the implementation of performance. Finally, the performance of students to make a summary and evaluation of the situation. Through its theoretical research and practical cases of analysis, the role of teaching to improve students' cognitive ability. However, any teaching method is not omnipotent, and there are some problems in teaching practice, such as classroom. The problems of students and teachers, which need to be improved. From the transformation of the old concept, the use of a variety of teaching methods, improve the comprehensive quality of students and teachers, and so on, to further improve it. Let role-play teaching play its most important role.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.51

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本文編號(hào)：1460045