高中歷史教師本體性知識(shí)重構(gòu)的實(shí)踐研究
發(fā)布時(shí)間：2018-09-02 06:48
【摘要】：2012年9月,廣西自治區(qū)的高中開(kāi)始了新課程改革大潮,作為新課改的最后一站,廣西的新課改極少得到其它地區(qū)的關(guān)注,陷入步履維艱的窘境。廣西自治區(qū)內(nèi)部的教師、學(xué)者、管理者看到下發(fā)新課程標(biāo)準(zhǔn)以后,都驚呼這次改革具有“顛覆性”,因?yàn)樾抡n改極大理性了以往學(xué)校教育中存在的教育觀念,采用全新的教育體制,教師、學(xué)生、教材、課程等都發(fā)生改變,學(xué)校、教師自身都積極投身于學(xué)習(xí)新課程理論,追求新教育觀念、教學(xué)理論的體現(xiàn),忽視了教師自身本體性知識(shí)不足的重要性,缺少本體性知識(shí)的支撐,即使再優(yōu)秀的教學(xué)方法和再先進(jìn)的教學(xué)理論只會(huì)成為無(wú)源之水、無(wú)本之木,變得空洞。 本文立足廣西新課改運(yùn)動(dòng),通過(guò)研究高中歷史新教材的知識(shí)框架,針對(duì)高中歷史教師本體性知識(shí)不足的現(xiàn)狀,在具體調(diào)查的基礎(chǔ)上,為廣西高中歷史教師本體性知識(shí)的重構(gòu)提供行之有效的策略和路徑。新教材推行以后,改變了以往舊教材的通史化知識(shí)框架,改用專(zhuān)題式的歷史篇章,將古今中外的歷史以政治、經(jīng)濟(jì)、文化、改革、戰(zhàn)爭(zhēng)等專(zhuān)題形式糅合在一起,跨越性大,跳躍性強(qiáng),史學(xué)新觀點(diǎn)多,要求教師自身史學(xué)類(lèi)知識(shí)、跨學(xué)科類(lèi)知識(shí)及其它教學(xué)類(lèi)知識(shí)必須進(jìn)行提升和重構(gòu),以適應(yīng)新課改的改變和需要。本文采取訪談法和調(diào)查法,訪談對(duì)象包括廣西各個(gè)市、縣高中老教師、中青年教師以及師范院校中的在校歷史系師范生,有當(dāng)面訪談也有書(shū)面訪談和電話訪談,對(duì)他們自身的本體性知識(shí)構(gòu)成現(xiàn)狀進(jìn)行調(diào)查研究,了解他們對(duì)于新課改、新教材的看法以及他們所采取的補(bǔ)充自身本體性知識(shí)不足的方法渠道。最后,在分析調(diào)查結(jié)果的基礎(chǔ)上,結(jié)合高中生的心理特點(diǎn)以及對(duì)于歷史的情感接受度,為教師重構(gòu)自身的本體性知識(shí)提供可行的方法策略。 對(duì)于歷史教師重構(gòu)自身本體性知識(shí)的路徑,本文從兩個(gè)角度出發(fā)為教師重構(gòu)自身本體性知識(shí)提供途徑：第一,從教師內(nèi)部出發(fā)進(jìn)行重構(gòu),包括改變教育觀念、注重史實(shí)積累、進(jìn)行多學(xué)科學(xué)習(xí)、注重重構(gòu)過(guò)程與條件性和實(shí)踐性知識(shí)相結(jié)合、注意相互交流。第二,從教師外部出發(fā)進(jìn)行重構(gòu),包括提升培訓(xùn)的效用、參加課例教學(xué)、重構(gòu)歷史教材、重視教研活動(dòng)和珍惜學(xué)生提到的要求。通過(guò)實(shí)際案例分析的辦法展示重構(gòu)的具體方法和策略,配合少部分作者實(shí)習(xí)期間實(shí)踐的教學(xué)片段,以期證明其真實(shí)性、可操作性。在反思部分,首先反思了自己實(shí)習(xí)期間從課堂、學(xué)生反應(yīng)、同行建議及自身感受的變化、提升及不足,再次對(duì)高校師范類(lèi)歷史系專(zhuān)業(yè)的課程安排、學(xué)習(xí)現(xiàn)狀和閱讀提出了自己的觀點(diǎn),最后對(duì)高中歷史教師重構(gòu)本體性知識(shí)提出幾點(diǎn)需要注意的地方。 教師是新課程中的主導(dǎo)者,教師的本體性知識(shí)得到重構(gòu)才能有效的內(nèi)化歷史新教材的知識(shí)框架,在進(jìn)行教學(xué)時(shí)也會(huì)變得游刃有余,把歷史知識(shí)娓娓道來(lái),實(shí)現(xiàn)情感教學(xué),完成新課程的三維目標(biāo),通過(guò)不斷學(xué)習(xí),不斷進(jìn)步,成為一名適應(yīng)未來(lái)歷史教學(xué)的歷史教師。
[Abstract]:In September 2012, the high school of Guangxi Autonomous Region began the tide of new curriculum reform. As the last stop of the new curriculum reform, the new curriculum reform in Guangxi seldom attracted the attention of other regions and was in a dilemma. Because the new curriculum reform greatly rationalizes the educational concepts existing in school education in the past and adopts a new educational system, teachers, students, textbooks, curricula and other changes have taken place. Schools and teachers themselves are actively involved in learning new curriculum theories, pursuing new educational concepts, reflecting teaching theories, ignoring the lack of teachers'own ontological knowledge. Importance, lack of ontological knowledge support, even if the best teaching methods and advanced teaching theory will become passive water, no wood, become empty.
Based on the new curriculum reform movement in Guangxi, this paper studies the knowledge framework of the new history textbooks for senior high schools, and aims at the current situation of the insufficient ontological knowledge of senior high school history teachers. On the basis of specific investigation, it provides effective strategies and paths for the reconstruction of the ontological knowledge of senior high school history teachers in Guangxi. The general historical knowledge frame of materials is changed to special historical chapters, which combine ancient and modern Chinese and foreign history in the form of politics, economy, culture, reform, war and other special topics. It has great leap forward, strong jump and many new historical viewpoints. Teachers are required to upgrade and reconstruct their own historical knowledge, interdisciplinary knowledge and other teaching knowledge. In order to adapt to the changes and needs of the new curriculum reform, this paper adopts interview method and survey method. The interviewees include senior high school teachers, middle-aged and young teachers, and normal students of history department in normal colleges and universities in Guangxi. There are face-to-face interviews, written interviews and telephone interviews to investigate the status quo of their own ontological knowledge composition. Finally, based on the analysis of the survey results, combining with the psychological characteristics of senior high school students and the emotional acceptance of history, it provides feasible methods and strategies for teachers to reconstruct their own ontological knowledge.
As for the path for history teachers to reconstruct their own ontological knowledge, this paper provides a way for them to reconstruct their own ontological knowledge from two perspectives. Firstly, reconstruct their own ontological knowledge from the inside of teachers, including changing their educational concepts, focusing on the accumulation of historical facts, multi-disciplinary learning, and combining reconstructing process with conditional and practical knowledge. Second, reconstruct from the outside of teachers, including enhancing the effectiveness of training, participating in lesson teaching, Reconstructing History textbooks, attaching importance to teaching and research activities and cherishing the requirements mentioned by students. In the reflective part, the author first reflects on the changes, promotion and shortcomings of his internship from classroom, students'reaction, peer suggestions and his own feelings, and then puts forward his own views on the curriculum arrangement, learning situation and reading of history majors in normal universities, and finally reconstructs the history teachers in high schools. Ontological knowledge puts forward several points for attention.
Teachers are the leaders in the new curriculum. Only when teachers'ontological knowledge is reconstructed can they effectively internalize the knowledge framework of the new historical textbooks and become more skillful in teaching. They can bring the historical knowledge into full play, realize the emotional teaching, complete the three-dimensional goals of the new curriculum, and become a future-adapted one through constant learning and progress. History teachers in history teaching.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：G633.51
本文編號(hào)：2218591
[Abstract]:In September 2012, the high school of Guangxi Autonomous Region began the tide of new curriculum reform. As the last stop of the new curriculum reform, the new curriculum reform in Guangxi seldom attracted the attention of other regions and was in a dilemma. Because the new curriculum reform greatly rationalizes the educational concepts existing in school education in the past and adopts a new educational system, teachers, students, textbooks, curricula and other changes have taken place. Schools and teachers themselves are actively involved in learning new curriculum theories, pursuing new educational concepts, reflecting teaching theories, ignoring the lack of teachers'own ontological knowledge. Importance, lack of ontological knowledge support, even if the best teaching methods and advanced teaching theory will become passive water, no wood, become empty.
Based on the new curriculum reform movement in Guangxi, this paper studies the knowledge framework of the new history textbooks for senior high schools, and aims at the current situation of the insufficient ontological knowledge of senior high school history teachers. On the basis of specific investigation, it provides effective strategies and paths for the reconstruction of the ontological knowledge of senior high school history teachers in Guangxi. The general historical knowledge frame of materials is changed to special historical chapters, which combine ancient and modern Chinese and foreign history in the form of politics, economy, culture, reform, war and other special topics. It has great leap forward, strong jump and many new historical viewpoints. Teachers are required to upgrade and reconstruct their own historical knowledge, interdisciplinary knowledge and other teaching knowledge. In order to adapt to the changes and needs of the new curriculum reform, this paper adopts interview method and survey method. The interviewees include senior high school teachers, middle-aged and young teachers, and normal students of history department in normal colleges and universities in Guangxi. There are face-to-face interviews, written interviews and telephone interviews to investigate the status quo of their own ontological knowledge composition. Finally, based on the analysis of the survey results, combining with the psychological characteristics of senior high school students and the emotional acceptance of history, it provides feasible methods and strategies for teachers to reconstruct their own ontological knowledge.
As for the path for history teachers to reconstruct their own ontological knowledge, this paper provides a way for them to reconstruct their own ontological knowledge from two perspectives. Firstly, reconstruct their own ontological knowledge from the inside of teachers, including changing their educational concepts, focusing on the accumulation of historical facts, multi-disciplinary learning, and combining reconstructing process with conditional and practical knowledge. Second, reconstruct from the outside of teachers, including enhancing the effectiveness of training, participating in lesson teaching, Reconstructing History textbooks, attaching importance to teaching and research activities and cherishing the requirements mentioned by students. In the reflective part, the author first reflects on the changes, promotion and shortcomings of his internship from classroom, students'reaction, peer suggestions and his own feelings, and then puts forward his own views on the curriculum arrangement, learning situation and reading of history majors in normal universities, and finally reconstructs the history teachers in high schools. Ontological knowledge puts forward several points for attention.
Teachers are the leaders in the new curriculum. Only when teachers'ontological knowledge is reconstructed can they effectively internalize the knowledge framework of the new historical textbooks and become more skillful in teaching. They can bring the historical knowledge into full play, realize the emotional teaching, complete the three-dimensional goals of the new curriculum, and become a future-adapted one through constant learning and progress. History teachers in history teaching.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：G633.51
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