發(fā)布時間：2018-10-25 07:40

【摘要】：歷史情境教學就是根據情境教學理論、歷史學科特點和中學生學習歷史的認知規(guī)律,在歷史教學過程中針對具體的教學目標和教學內容,綜合運用多種教學方法和手段,創(chuàng)設特定的教學情境,促使學生左右半腦綜合活動,從而激發(fā)學生積極的學習情感,建立愉悅的表象優(yōu)化認知過程,達到掌握歷史知識,陶冶情操,樹立正確觀點,培養(yǎng)創(chuàng)新能力的目的。在初中歷史教學中,開展情境教學是改變教師教學方式的需要,也是改變學生學習方式的需要,符合新課改的理念和要求。情境教學適合歷史學科的特點,符合初中學生的認知特點,切合學生學習主體的角色要求。在初中歷史課堂開展情境教學具有深厚的歷史淵源和理論基礎。本文研究了情境的分類、情境創(chuàng)設的途徑和如何綜合運用各種情境創(chuàng)設相互關聯(lián)的情境系統(tǒng)。情境教學應體現(xiàn)在教學的全過程,從情境在教學各環(huán)節(jié)中的作用又可分為感知情境、探究情境和體驗情境。眾多的情境創(chuàng)設方法如何綜合運用,才能在實踐中起到最佳效果,是在情境教學探索實踐中的一個重要內容。依據筆者實踐,有的新授課內容很適合用一個環(huán)環(huán)相扣且始終貫穿全課的情境系統(tǒng)把所有的知識點串聯(lián)起來,引導學生整節(jié)課都在“同一個”熟悉的情境下學習,有利于保持學生注意力集中的時長,有利于幫助學生把握完整的知識結構,建構起知識體系。本文力求在情境的應用方面有所突破,以彌補該研究在此方面的不足。
[Abstract]:Historical situational teaching is based on the theory of situational teaching, the characteristics of historical subjects and the cognitive law of students' learning history. In the course of history teaching, various teaching methods and means are comprehensively applied to the specific teaching objectives and contents. In order to create a specific teaching situation and promote students' hemispheric comprehensive activities to stimulate students' positive learning emotion, establish pleasant appearance and optimize cognitive process, we can master historical knowledge, cultivate sentiment and set up correct views. The aim of cultivating innovative ability. In history teaching in junior high school, developing situational teaching is not only the need of changing teachers' teaching method, but also the need of changing students' learning style, which accords with the idea and requirement of the new curriculum reform. Situational teaching is suited to the characteristics of history, the cognitive characteristics of junior high school students and the role of students. The development of situational teaching in history classroom of junior high school has profound historical origin and theoretical foundation. This paper studies the classification of situations, the ways of situational creation and how to create interrelated situational systems synthetically. Situational teaching should be embodied in the whole process of teaching. It can be divided into perceptive situation, exploring situation and experiencing situation from the role of situation in every link of teaching. It is an important content in the practice of situational teaching and exploring that how to use many situational creation methods synthetically in order to play the best effect in practice. According to the author's practice, some of the new teaching contents are very suitable for connecting all the knowledge points in a context system that links up all the knowledge points and guides the students to study in the "same" familiar situation. It is helpful to keep the students' attention and help them to grasp the complete knowledge structure and construct the knowledge system. This paper tries to make a breakthrough in the application of situation in order to make up for the deficiency of this study.
【學位授予單位】：天津師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.51

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本文編號：2293066