本文選題：網(wǎng)絡(luò)歷史資源 + 中學(xué)歷史教學(xué)��； 參考：《云南師范大學(xué)》2015年碩士論文

【摘要】：中國(guó)歷史課程作為中學(xué)一門基礎(chǔ)課程,對(duì)于學(xué)生的全面成長(zhǎng)具有十分重要的作用。而學(xué)生在歷史課程的學(xué)習(xí)方面興趣不夠濃厚,學(xué)習(xí)效果不理想。網(wǎng)絡(luò)時(shí)代的到來,各種信息技術(shù)和網(wǎng)絡(luò)設(shè)備也被越來越廣泛的運(yùn)用于當(dāng)前的教育教學(xué)實(shí)踐,但是,由于各種原因的存在導(dǎo)致網(wǎng)絡(luò)歷史資源的運(yùn)用存在著很多的局限性,影響了網(wǎng)絡(luò)資源的實(shí)際運(yùn)用效果,沒有發(fā)揮出網(wǎng)絡(luò)資源的直觀形象、豐富便捷的優(yōu)勢(shì)。很多歷史老師也在積極探索提高教學(xué)質(zhì)量的有效方法,進(jìn)行網(wǎng)絡(luò)資源的有效開發(fā)與利用是網(wǎng)絡(luò)時(shí)代素質(zhì)教育的必然要求,對(duì)于提高中學(xué)歷史的教學(xué)效果具有不可估量的重要影響,因此,探索網(wǎng)絡(luò)歷史資源在中學(xué)歷史教學(xué)中運(yùn)用有效措施和策略是一項(xiàng)非常有意義的課題。本文在理論分析的基礎(chǔ)上,通過現(xiàn)狀調(diào)查的方法,對(duì)于網(wǎng)絡(luò)歷史資源在中學(xué)歷史教學(xué)中的局限性進(jìn)行了研究,具體的研究結(jié)論如下:首先,對(duì)于網(wǎng)絡(luò)歷史資源在中學(xué)歷史教學(xué)中的應(yīng)用現(xiàn)狀進(jìn)行了全面的調(diào)查,發(fā)現(xiàn)當(dāng)前網(wǎng)絡(luò)歷史資源的應(yīng)用現(xiàn)狀中存在的主要問題有:不夠重視網(wǎng)絡(luò)歷史資源的運(yùn)用;運(yùn)用網(wǎng)絡(luò)歷史資源的方法簡(jiǎn)單;網(wǎng)絡(luò)歷史資源課外運(yùn)用比較少等。其次,通過對(duì)于網(wǎng)絡(luò)歷史資源在中學(xué)歷史教學(xué)中的應(yīng)用現(xiàn)狀的調(diào)查結(jié)果的分析,總結(jié)概括當(dāng)前網(wǎng)絡(luò)歷史資源在中學(xué)歷史教學(xué)實(shí)踐中應(yīng)用的局限性主要體現(xiàn)在以下幾個(gè)方面:網(wǎng)絡(luò)歷史資源的傳奇性、神秘性造成內(nèi)容失真;學(xué)生對(duì)于網(wǎng)絡(luò)歷史資源的駕馭能力比較薄弱;網(wǎng)絡(luò)終端的便攜造成學(xué)生接觸不實(shí)的網(wǎng)絡(luò)資源;教師運(yùn)用網(wǎng)絡(luò)歷史資源的方法措施比較簡(jiǎn)單;學(xué)校用來展示網(wǎng)絡(luò)歷史資源的設(shè)施陳舊落伍;移動(dòng)網(wǎng)絡(luò)的運(yùn)用導(dǎo)致學(xué)生主體性的體現(xiàn)不足等。最后,筆者在相關(guān)理論的指導(dǎo)下,結(jié)合自身的中學(xué)歷史教學(xué)實(shí)踐,針對(duì)當(dāng)前網(wǎng)絡(luò)歷史資源在中學(xué)歷史教學(xué)中應(yīng)用的局限性,提出了一系列對(duì)策主要有:加大宣傳力度,促使教師重視網(wǎng)絡(luò)資源的運(yùn)用;重視培養(yǎng)學(xué)習(xí),提升教師運(yùn)用網(wǎng)絡(luò)資源的技能;建立網(wǎng)絡(luò)資源庫(kù),凈化網(wǎng)絡(luò)歷史資源的運(yùn)用環(huán)境;改善辦學(xué)條件,為教師運(yùn)用網(wǎng)絡(luò)資源提供便利;通過自主探究,培養(yǎng)學(xué)生運(yùn)用網(wǎng)絡(luò)資源的習(xí)慣;加強(qiáng)訓(xùn)練指導(dǎo),教會(huì)學(xué)生掌握運(yùn)用網(wǎng)絡(luò)資源的方法等。
[Abstract]:As a basic course in middle school, Chinese history curriculum plays a very important role in the overall growth of students. But the student is not strong enough in the history course study aspect interest, the study effect is not ideal. With the advent of the network era, various information technology and network equipment are more and more widely used in the current education and teaching practice. However, due to the existence of various reasons, there are many limitations in the use of network historical resources. It affects the actual application effect of network resources, does not display the visual image of network resources, and enriches the advantages of convenience. Many history teachers are also actively exploring effective methods to improve the teaching quality. The effective development and utilization of network resources is the inevitable requirement of quality education in the network age. In order to improve the teaching effect of middle school history, it is of great significance to explore the effective measures and strategies of using network historical resources in middle school history teaching. On the basis of theoretical analysis, this paper studies the limitations of network historical resources in middle school history teaching through the method of current situation investigation. The specific research conclusions are as follows: first, This paper makes a comprehensive investigation on the application of network historical resources in middle school history teaching, and finds out that the main problems existing in the current application of network historical resources are: not paying enough attention to the use of network historical resources; The method of using network historical resources is simple, and the extracurricular application of network historical resources is less. Secondly, through the analysis of the current situation of the application of network historical resources in history teaching in middle school, This paper summarizes the limitations of the application of network historical resources in history teaching in middle schools in the following aspects: the legendary nature of network historical resources, mystery causes the distortion of content; The students' ability to control the network history resources is relatively weak, the portability of the network terminal causes the students to come into contact with the unreal network resources, the methods and measures for teachers to use the network historical resources are relatively simple; The facilities used by schools to show the historical resources of the network are outdated, and the use of mobile networks leads to insufficient embodiment of students' subjectivity. Finally, under the guidance of relevant theories, combined with my own practice of history teaching in middle school, aiming at the limitations of the application of network historical resources in history teaching in middle school, the author puts forward a series of countermeasures: strengthen propaganda, To urge teachers to attach importance to the use of network resources, to attach importance to training learning, to enhance teachers' skills in using network resources, to establish a network resource bank, to purify the environment for the use of network historical resources, to improve the conditions for running schools, To provide convenience for teachers to use network resources; to cultivate students' habit of using network resources through self-inquiry; to strengthen training and guidance; to teach students how to use network resources; and so on.
【學(xué)位授予單位】：云南師范大學(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)：1783714