發(fā)布時(shí)間：2018-06-17 06:25

  本文選題：“271”教學(xué)模式 + 高中歷史　； 參考：《華中師范大學(xué)》2015年碩士論文

【摘要】：新課程改革提出要尊重學(xué)生主體地位,使學(xué)生主動(dòng)參與、學(xué)會(huì)合作,從而激發(fā)學(xué)生的學(xué)習(xí)興趣。面對(duì)新的要求,許多新的體現(xiàn)學(xué)生主體地位的教學(xué)模式應(yīng)運(yùn)而生,其中比較著名的有昌樂(lè)二中“271”模式、杜郎口模式等,本文主要對(duì)“271”教學(xué)模式進(jìn)行介紹。本文從“271”教學(xué)模式入手,通過(guò)考察其在高中歷史課堂中的應(yīng)用狀況,結(jié)合教學(xué)實(shí)際以及調(diào)查結(jié)果重點(diǎn)分析其存在的問(wèn)題,并且提出促使“271”模式更加有效發(fā)揮其作用的建議。本文主要從四個(gè)方面分析了"271”模式在高中歷史課堂中的應(yīng)用狀況：第一部分,介紹“271”模式的含義、理論基礎(chǔ)以及具體操作程序；第二部分,以《羅馬法的起源與發(fā)展》①為例,介紹“271”模式在高中歷史課堂中的實(shí)際應(yīng)用；第三部分,結(jié)合教學(xué)實(shí)際情況以及調(diào)查結(jié)果探討“271”模式的效用問(wèn)題,主要分“271”模式的優(yōu)點(diǎn)和缺點(diǎn)兩方面進(jìn)行分析,其中, “271"模式存在的問(wèn)題是該部分的重點(diǎn),主要涉及對(duì)學(xué)生能力的要求和對(duì)教師課堂控制的要求以及三維目標(biāo)的體現(xiàn)等方面；第四部分,結(jié)合該模式存在的問(wèn)題,提出改進(jìn)該模式的建議,具體措施包括合理編寫(xiě)導(dǎo)學(xué)案,充分發(fā)揮小組作用以及教師掌握課堂主導(dǎo)權(quán)。
[Abstract]:The new curriculum reform proposes to respect the student's main position, make the students participate actively, and learn to cooperate to stimulate students' interest in learning. Facing the new requirements, many new teaching modes that embody the main body status of the students emerge as the times require, among which the more famous "271" mode and the Du Lang Kou mode are famous in Changle. This article mainly deals with the "271" teaching. This article, starting with the "271" teaching model, analyzes the existing problems in the high school history classroom by examining its application in the high school history class, combining with the teaching practice and the investigation results, and puts forward some suggestions to promote the "271" model to play its role more effectively. This article mainly analyzes the "271" model from four aspects. The application of style in high school history class: the first part introduces the meaning of the "271" model, the theoretical basis and the specific operation procedure; the second part, taking the origin and development of the "Rome law" as an example, introduces the practical application of the "271" model in the high school history class; the third part is combined with the actual situation of teaching and investigation. This paper discusses the utility of the "271" model, and analyzes the advantages and disadvantages of the "271" model in two aspects. Among them, the problem of the "271" model is the focus of this part, mainly involving the requirements of the students' ability and the requirements for the teacher's classroom control and the embodiment of the three-dimensional target. The fourth part combines the model with the model. The existing problems and suggestions for improving the mode include concrete preparation of guidance cases, full play of the role of the group and teachers' command of classroom leadership.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.51

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本文編號(hào)：2030062