本文選題：研究性學(xué)習(xí) + 高中歷史教學(xué)�。� 參考：《南京師范大學(xué)》2015年碩士論文

【摘要】：隨著全球化和經(jīng)濟(jì)的發(fā)展,世界各國對教育的重視程度與日俱增。如何順應(yīng)時(shí)代的發(fā)展,成功實(shí)現(xiàn)教育改革,從而為當(dāng)代社會提供更具競爭力與創(chuàng)造力的高素質(zhì)人才成為各國教育發(fā)展追求的共同目標(biāo)。在這一背景下,旨在培養(yǎng)具有創(chuàng)新意識和合作精神的研究性學(xué)習(xí)應(yīng)運(yùn)而生,從而拉開了教育改革的序幕。本文從歷史學(xué)科的視角出發(fā),將研究性學(xué)習(xí)與歷史學(xué)科相結(jié)合,從以下幾個(gè)方面對歷史研究性學(xué)習(xí)進(jìn)行分析和探究。文章總共分三章。第一章為研究性學(xué)習(xí)概述,主要介紹了什么是研究性學(xué)習(xí)、它與歷史學(xué)科有著怎樣的聯(lián)系、研究性學(xué)習(xí)的特征以及在中學(xué)開展研究性學(xué)習(xí)的價(jià)值。研究性學(xué)習(xí)本身有著新型學(xué)習(xí)方式和課程形態(tài)的“雙重身份”,但無論是哪一種定義,其本質(zhì)特征都是不變的,即強(qiáng)調(diào)發(fā)揮學(xué)生在學(xué)習(xí)中的主觀能動(dòng)性,以及學(xué)生是學(xué)習(xí)、教學(xué)的主體。這一具有革命性的教育理念已經(jīng)在我國基礎(chǔ)教育得到一定程度的普及和實(shí)驗(yàn),具有必要性和可能性。長久以來,研究性學(xué)習(xí)的開展取得了可喜的成果,但在教學(xué)實(shí)踐中的實(shí)際現(xiàn)狀仍然令人擔(dān)憂。提升教師的個(gè)人能力,進(jìn)一步深化對研究性學(xué)習(xí)的認(rèn)識勢在必行。第二章介紹研究性學(xué)習(xí)在高中歷史教學(xué)中的應(yīng)用,主要從歷史研究性學(xué)習(xí)的切入點(diǎn)、策略和技巧、評價(jià)三個(gè)方面進(jìn)行探究。在實(shí)際的操作當(dāng)中,如何把握整個(gè)學(xué)習(xí)過程的節(jié)奏,有效指導(dǎo)學(xué)生探究,激發(fā)學(xué)生的學(xué)習(xí)興趣,需要教師掌握一些基本的策略和技巧。熟知?dú)v史研究性學(xué)習(xí)的有效切入點(diǎn),巧妙運(yùn)用辯論等手段,細(xì)心捕捉學(xué)生的疑問和猜測等等,都將成為順利開展歷史研究性學(xué)習(xí)的有力武器。此外,由于研究性學(xué)習(xí)旨在鍛煉和培養(yǎng)學(xué)生的自主學(xué)習(xí)意識和能力的提升,因此,歷史研究性學(xué)習(xí)的評價(jià)自然需要突破常規(guī),不可小覷。教師應(yīng)該能夠通過多種途徑而不是簡單量化的方式對學(xué)生的歷史學(xué)習(xí)進(jìn)行綜合性評價(jià),合理的評價(jià)方式是歷史研究性學(xué)習(xí)有效、持久開展的保證。第三章是筆者對歷史研究性學(xué)習(xí)的整個(gè)過程所進(jìn)行的一些反思和小結(jié),主要包括教師角色轉(zhuǎn)化、教學(xué)目標(biāo)的設(shè)置以及課程資源的有效利用三個(gè)方面。歷史研究性學(xué)習(xí)的成敗很大程度系于歷史教師對自身角色的定位,因此,教師必須適應(yīng)研究性學(xué)習(xí)的教學(xué)方式,找準(zhǔn)自己的“位置”,盡快轉(zhuǎn)變教師角色,從歷史知識的絕對權(quán)威者變身為與學(xué)生一同學(xué)習(xí)的合作伙伴。除此之外,進(jìn)行研究性學(xué)習(xí)還有許多我們需要注意的細(xì)節(jié),包括審慎制定教學(xué)目標(biāo),充分開發(fā)校內(nèi)資源等。
[Abstract]:With the development of globalization and economy, countries all over the world pay more and more attention to education. How to adapt to the development of the times, to successfully realize the educational reform, so as to provide more competitive and creative talents for the contemporary society has become the common goal of the educational development of all countries. In this context, research learning, which aims to cultivate innovative and cooperative spirit, emerged as the times require and opened the prologue of educational reform. From the perspective of history, this paper combines the research study with the history subject, and analyzes and explores the history research learning from the following aspects. The article is divided into three chapters. The first chapter is an overview of inquiry learning, which mainly introduces what is inquiry learning, how it is connected with history, the characteristics of inquiry learning and the value of carrying out research learning in middle schools. Research-based learning itself has a "dual identity" of a new learning style and a curriculum form. However, no matter what kind of definition it is, its essential characteristics are constant, that is to say, it emphasizes the exertion of students' subjective initiative in learning and the fact that students are learning. The subject of teaching. This revolutionary educational idea has been popularized and experimented to a certain extent in China's basic education, which is necessary and possible. For a long time, the development of inquiry learning has achieved gratifying results, but the actual situation in teaching practice is still worrying. It is imperative to enhance teachers' personal ability and deepen their understanding of inquiry learning. The second chapter introduces the application of inquiry learning in history teaching in senior high school, mainly from three aspects: breakthrough point, strategy and technique, and evaluation. In the actual operation, how to grasp the rhythm of the whole learning process, effectively guide students to explore, stimulate students' interest in learning, need teachers to master some basic strategies and skills. Knowing the effective cut-in point of historical inquiry learning, skillfully using the means of debate and so on, and catching the students' doubts and guesses carefully, will become the powerful weapon to carry out the history research study smoothly. In addition, because the research learning aims at training and cultivating students' autonomous learning consciousness and ability, the evaluation of historical research learning naturally needs to break through the convention and cannot be underestimated. Teachers should be able to comprehensively evaluate students' history learning through various ways rather than simply quantifying them. Reasonable evaluation means are the guarantee of effective and lasting development of history research learning. The third chapter is the author's reflection and summary on the whole process of historical research learning, including the transformation of teachers' roles, the setting of teaching objectives and the effective use of curriculum resources. The success or failure of history inquiry learning depends to a great extent on the position of history teachers to their own roles. Therefore, teachers must adapt to the teaching methods of inquiry learning, find their own "position" and change their roles as soon as possible. From an absolute authority on historical knowledge to a partner in learning with students. In addition, there are many details we need to pay attention to, including careful formulation of teaching objectives, the full development of school resources and so on.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.51

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