【摘要】：2001年初,中國(guó)開(kāi)始了新一輪的基礎(chǔ)教育課程改革,歷史教育改革也應(yīng)時(shí)代而生,新的課程標(biāo)準(zhǔn)對(duì)歷史教育的功能和培養(yǎng)學(xué)生的目標(biāo)提出了新的要求,新的教學(xué)目標(biāo)要求改變以往教學(xué)只側(cè)重于對(duì)知識(shí)點(diǎn)的考察,而重視學(xué)生能力、情感態(tài)度和價(jià)值觀的培養(yǎng)；在教學(xué)模式上要求改變過(guò)去教師一言堂,照本宣科,直接灌輸給學(xué)生固定答案,而注重對(duì)歷史人物和歷史事件的學(xué)習(xí)和評(píng)價(jià),注重學(xué)生的自主學(xué)習(xí),引導(dǎo)和啟發(fā)學(xué)生利用自己所掌握的歷史資料得出應(yīng)有的結(jié)論�？谑鰵v史教學(xué)活動(dòng)的展開(kāi),是在學(xué)生自主學(xué)習(xí)和探究的基礎(chǔ)上進(jìn)行的,這一教學(xué)方法很好的貫徹執(zhí)行了新課改的要求。本文即是對(duì)口述史如何運(yùn)用于中學(xué)歷史教學(xué)的實(shí)踐方法以實(shí)例加以論述。論文分為三個(gè)部分：第一部分是論述了問(wèn)題的提出原由和意義、口述史的產(chǎn)生和發(fā)展、口述史在國(guó)內(nèi)外教學(xué)中運(yùn)用現(xiàn)狀,最后從建構(gòu)主義學(xué)習(xí)理論和人本主義學(xué)習(xí)理論的角度分析了口述史運(yùn)用于教學(xué)中的理論依據(jù)。第二部分,主要以“抗日戰(zhàn)爭(zhēng)”為例論述如何將口述史應(yīng)用于課堂教學(xué)中的具體實(shí)施方法。為了凸顯口述史運(yùn)用于課堂的效果,采用教學(xué)中同課異構(gòu)的模式論證,筆者聯(lián)系渭南某中學(xué)的老師,實(shí)錄了其抗日戰(zhàn)爭(zhēng)教學(xué)設(shè)計(jì),第二部分是筆者在深圳市某高中實(shí)習(xí)時(shí)對(duì)抗日戰(zhàn)爭(zhēng)這節(jié)課的口述史教學(xué)設(shè)計(jì)為例,用兩種構(gòu)思來(lái)展示,體現(xiàn)口述史運(yùn)用于教學(xué)的實(shí)際效果。最后論述了口述史作為史料應(yīng)用于課堂教學(xué)的作用和教師在選用史料時(shí)應(yīng)注意的問(wèn)題。第三部分是將口述史的研究方法作為教學(xué)方法應(yīng)用于教學(xué)中,即研究性學(xué)習(xí),這部分是以“民主政治建設(shè)的曲折發(fā)展”為例,闡述了如何將口述史作為教學(xué)方法應(yīng)用于歷史教學(xué)中,以“我身邊的文革縮影”為研究性課題,論述了學(xué)生自主完成課題過(guò)程、方法以及取得的教學(xué)成果。
[Abstract]:At the beginning of 2001, China began a new round of basic education curriculum reform, and the history education reform also came into being according to the times. The new curriculum standards put forward new requirements for the function of history education and the goal of cultivating students. The new teaching goal requires that the former teaching should only focus on the investigation of the knowledge points, and pay attention to the cultivation of students' ability, emotional attitude and values, and change the past teachers' arbitrariness in teaching mode. Directly inculcate the students with fixed answers, pay attention to the study and evaluation of historical figures and historical events, pay attention to students' autonomous learning, and guide and inspire students to draw due conclusions by using their own historical materials. The development of oral history teaching activities is carried out on the basis of students' self-study and inquiry. This teaching method has carried out the requirements of the new curriculum reform well. This paper discusses how to apply oral history to history teaching in middle school. The thesis is divided into three parts: the first part discusses the origin and significance of the question, the emergence and development of oral history, and the application of oral history in teaching at home and abroad. Finally, from the perspective of constructivism learning theory and humanism learning theory, the theoretical basis of oral history applied in teaching is analyzed. The second part mainly takes the War of Resistance against Japan as an example to discuss how to apply oral history to classroom teaching. In order to highlight the effect of oral history used in classroom teaching, the author contacted the teacher of Weinan Middle School and recorded the teaching design of the War of Resistance against Japan. The second part is the author practice in a senior high school in Shenzhen City to the anti-Japanese war class oral history teaching design as an example, with two ideas to show, reflect the actual effect of oral history used in teaching. Finally, the paper discusses the role of oral history as historical materials in classroom teaching and the problems teachers should pay attention to when selecting historical materials. The third part is to apply the research method of oral history to teaching, that is, research-based learning. This part takes "the tortuous development of democratic political construction" as an example. This paper expounds how to apply oral history as a teaching method in history teaching, taking "the microcosm of the Cultural Revolution around me" as a research subject, and discusses the process, method and teaching achievement of students' autonomous completion of the subject.
【學(xué)位授予單位】：陜西師范大學(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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相關(guān)期刊論文 前1條

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本文編號(hào)：2280454