本文選題：中學(xué)歷史 + 課程資源��； 參考：《華東師范大學(xué)》2006年碩士論文

【摘要】：從理論上看，課程資源歷來是課程設(shè)置和實施的重要保障，但在以往基礎(chǔ)教育的課程乃至各級考試評價中，由于高度統(tǒng)一的“一綱一本”制的采用，使課程資源及其開發(fā)實際上成為教材、教參、教輔的作者和部分優(yōu)秀教師的專職，而對于廣大的一線教師而言則是“弱點(diǎn)”，甚至“盲點(diǎn)”。 目前，正在開展的課程改革提出了“六個改變”，使與課程有關(guān)的各個方面特別是教師、學(xué)生都成了課程的開發(fā)者，再加上本次中學(xué)歷史課程改革以上海為“馬前卒”，在內(nèi)容上跨越式地從社會形態(tài)史轉(zhuǎn)向人類文明發(fā)展史，這使原先只有以階級斗爭史為主的學(xué)習(xí)經(jīng)驗的絕大部分教師捉襟見肘，難以應(yīng)對! 教育者必須自己先受教育，這幾乎是所有已經(jīng)參與新課程試點(diǎn)的教師發(fā)出的共同心聲。不會自主、自覺開發(fā)和利用課程資源的教師，，就無法有“底氣”地站在講臺上。于是，課程資源問題就在實際上將廣大教師“逼上梁山”，成了新課程能否有效進(jìn)行的重要前提。 隨著新課程的推廣，中學(xué)歷史課程資源的開發(fā)與利用將成為一個不可回避的熱點(diǎn)。根據(jù)這一改革中的突出問題，本研究著眼于中學(xué)歷史課程資源的概念、類型及開發(fā)利用的方法而展開。主要內(nèi)容如下： 緣起部分介紹了中學(xué)歷史課程資源開發(fā)利用的由來、意義以及本研究的過程與方法。旨在說明，歷史課程資源的開發(fā)與利用是時代發(fā)展和現(xiàn)實需要的結(jié)果，它對中學(xué)歷史教育的理論發(fā)展和實踐指導(dǎo)均有重大的現(xiàn)實意義。 論文的主體分為兩大部分。第一部分論述了中學(xué)歷史課程資源的概念、類型以及開發(fā)利用的總體原則。第二部分共五章，結(jié)合有關(guān)案例，分別闡述了文獻(xiàn)、圖表音像、歷史遺存、網(wǎng)絡(luò)和學(xué)生資源的內(nèi)涵、特點(diǎn)及其開發(fā)利用的方式、方法。結(jié)果表明，盡管不同資源有著不同的特點(diǎn)和作用，但在開發(fā)利用上有一些共同的方法和準(zhǔn)則，即教師必須熟悉各類歷史課程資源的特征，根據(jù)教學(xué)目標(biāo)需要和學(xué)生特點(diǎn)，適時、適地、適度地選用。 最后，本文指出了本研究的重心所在，并提出歷史課程資源開發(fā)利用的發(fā)展方向和應(yīng)當(dāng)進(jìn)一步研究的問題。
[Abstract]:In theory, curriculum resources have always been an important guarantee for curriculum design and implementation, but in the past, in the course of basic education and even in the evaluation of examinations at all levels, due to the highly unified "one program, one book" system, In fact, curriculum resources and their development become the full-time of the author and some excellent teachers of teaching materials, teaching reference and teaching assistant, but for the vast number of front-line teachers, they are "weakness" or even "blind spot". At present, the ongoing curriculum reform has proposed "six changes," making all aspects related to the curriculum, especially teachers and students, the developers of the curriculum. In addition, Shanghai is the "pawn" in this reform of the history curriculum in secondary schools. In content from the history of social formation to the history of human civilization, this makes it difficult to cope with the overwhelming majority of teachers who had only the learning experience of the history of class struggle. Educators must receive their own education, which is the common aspiration of almost all teachers who have participated in the new curriculum pilot. Teachers who cannot develop and utilize curriculum resources voluntarily cannot stand on the podium. As a result, the problem of curriculum resources actually pushes the teachers to the top and becomes an important prerequisite for the effective implementation of the new curriculum. With the promotion of the new curriculum, the development and utilization of history curriculum resources in middle school will become an unavoidable hot spot. According to the outstanding problems in this reform, this study focuses on the concept, types and methods of development and utilization of history curriculum resources in middle schools. The main contents are as follows: the origin and significance of the development and utilization of history curriculum resources in middle schools and the process and methods of this study are introduced. The purpose of this paper is to explain that the development and utilization of history curriculum resources is the result of the development of the times and the needs of reality. It has great practical significance for the theoretical development and practical guidance of history education in middle schools. The main body of the thesis is divided into two parts. The first part discusses the concept, types and general principles of development and utilization of history curriculum resources in middle schools. The second part consists of five chapters. Combining with relevant cases, the paper expounds the connotation, characteristics and ways of development and utilization of literature, chart, audio and video, historical relics, network and student resources. The results show that, although different resources have different characteristics and functions, there are some common methods and guidelines in the development and utilization, that is, teachers must be familiar with the characteristics of various historical curriculum resources, according to the needs of teaching objectives and the characteristics of students, timely. Choose the right place. Finally, this paper points out the focus of this study, and puts forward the development direction of history curriculum resources and the problems that should be further studied.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2006
【分類號】：G633.51

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 宋東映;;也談高中歷史神入教學(xué)法——以《鴉片戰(zhàn)爭》一課為例[J];科教文匯(中旬刊);2012年11期

相關(guān)碩士學(xué)位論文 前9條

1 藍(lán)公晏;沂蒙地區(qū)初中紅色歷史課程資源的開發(fā)與利用[D];山東師范大學(xué);2011年

2 高利華;普通高中中國歷史教學(xué)資源的開發(fā)和利用研究[D];西南大學(xué);2011年

3 劉杰;許昌市高中歷史鄉(xiāng)土課程資源利用研究[D];華東師范大學(xué);2011年

4 許瀧杰;實現(xiàn)高中歷史有效教學(xué)研究[D];河北師范大學(xué);2011年

5 付蓉;地域文化視野下歷史課程資源的開發(fā)與利用[D];東北師范大學(xué);2011年

6 張晶;高中歷史教學(xué)體驗學(xué)習(xí)實施策略研究[D];東北師范大學(xué);2007年

7 楊麗君;瑞安市高中歷史教師開發(fā)和利用歷史課程資源的現(xiàn)狀研究[D];華東師范大學(xué);2008年

8 汪盈;中學(xué)生家庭歷史教育初探[D];四川師范大學(xué);2009年

9 孟變芳;中學(xué)歷史教學(xué)資源整合的理論與實踐[D];河南大學(xué);2012年

本文編號：2078336