中學歷史人性化教育研究
發(fā)布時間：2019-02-24 12:21
【摘要】：倡導(dǎo)教育回歸人性，實現(xiàn)人性化教育，是當代教育的主題。中學歷史學科的人性化教育，不僅能夠使學生掌握歷史基本知識，具備學習舉一反三的基本方法與基本技能，而且還能使學生學會客觀、全面、從一定歷史高度認識問題，從而實現(xiàn)學生身心全面發(fā)展。中學歷史教育功能作用的發(fā)揮，也要依賴這個目標的實現(xiàn)程度。筆者認為，，實施中學歷史人性化教育，既是基于當前社會政治、經(jīng)濟發(fā)展的要求，也是基于新課程改革的要求，同時還鮮明地體現(xiàn)了歷史學科的價值與功能。 遺憾的是，當前中學歷史人性化教育還存在一定的問題，例如部分教師以知識傳授為主，忽視學生創(chuàng)造力與情感因素的培養(yǎng)；以我為主，忽視學生的主體性；受到考試制度的影響制約，教學方法選擇存在問題等。這些因素都不利于中學歷史人性化教育的有效實施。 本文從中學歷史人性化教育的概念界定入手，對人性化教育的理論基礎(chǔ)、中學歷史人性化教育的基本原則以及中學歷史人性化教育的實施途徑與方法等方面進行了探索。除前言和結(jié)語外，本文共包括五部分內(nèi)容： 第一部分為概念的界定。筆者通過對其他研究人的研究進行總結(jié)概括，提出自己對“人性”、“人性化教育”以及“中學歷史人性化教育”的概念理解。 第二部分為人性化教育的理論來源。筆者分別從教育學基礎(chǔ)、心理學基礎(chǔ)以及馬克思主義哲學角度進行闡述，提供理論支持。 第三部分為中學歷史人性化教育存在的問題及成因分析。筆者結(jié)合當前中學歷史人性化教育的現(xiàn)狀，發(fā)現(xiàn)存在的問題，并從傳統(tǒng)因素與現(xiàn)實因素兩方面來分析問題成因。 第四部分為中學歷史人性化教育所應(yīng)遵循的基本原則，包括主體性原則、全面性原則、發(fā)展性原則和情感性原則等。 第五部分為中學歷史人性化教育的實施途徑與方法。筆者分別從樹立人性化的教育理念，制定人性化的教學目標、選擇人性化的教學方法、開展人性化的課外活動和采用人性化的評價方式等方面進行闡述。
[Abstract]:Advocating the return of education to human nature and realizing humanized education are the themes of contemporary education. The humanized education of history in middle school can not only enable students to master the basic knowledge of history and have the basic methods and skills to learn from one another, but also enable students to learn to be objective, comprehensive and understand problems from a certain historical height. In order to achieve the students' physical and mental development. The function of middle school history education also depends on the degree of realization of this goal. The author believes that the implementation of humanized education in middle school history is not only based on the requirements of the current social and economic development, but also on the requirements of the new curriculum reform. At the same time, it clearly reflects the value and function of the history subject. Unfortunately, there are still some problems in humanized education of history in middle school. For example, some teachers give priority to knowledge imparting, neglecting the cultivation of students' creativity and emotion, giving priority to ourselves, ignoring students' subjectivity, and so on. Restricted by the examination system, there are problems in the choice of teaching methods. These factors are not conducive to the effective implementation of humanistic education in middle school history. Starting with the definition of the concept of humanized education in middle school history, this paper explores the theoretical basis of humanization education, the basic principles of humanized education in middle school history, and the ways and methods of implementing humanized education in middle school history. In addition to the preface and conclusion, this paper includes five parts: the first part is the definition of the concept. By summing up the research of other researchers, the author puts forward his own understanding of the concepts of "human nature", "humanized education" and "humanized education in middle school history". The second part is the theoretical source of humanized education. The author expatiates from the angle of pedagogy, psychology and Marxist philosophy to provide theoretical support. The third part analyzes the problems and causes of humanized education in middle school history. Combining with the present situation of humanized education in middle school history, the author finds out the existing problems, and analyzes the causes of the problems from the aspects of traditional factors and realistic factors. The fourth part is the basic principles which should be followed in the humanization education of middle school history, including the principle of subjectivity, the principle of comprehensiveness, the principle of development and the principle of emotion. The fifth part is the implementation way and method of humanized education in middle school history. The author sets forth the humanized educational idea, formulates the humanized teaching goal, selects the humanized teaching method, develops the humanized extracurricular activities and adopts the humanized evaluation method, etc.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：G633.51
本文編號：2429546
[Abstract]:Advocating the return of education to human nature and realizing humanized education are the themes of contemporary education. The humanized education of history in middle school can not only enable students to master the basic knowledge of history and have the basic methods and skills to learn from one another, but also enable students to learn to be objective, comprehensive and understand problems from a certain historical height. In order to achieve the students' physical and mental development. The function of middle school history education also depends on the degree of realization of this goal. The author believes that the implementation of humanized education in middle school history is not only based on the requirements of the current social and economic development, but also on the requirements of the new curriculum reform. At the same time, it clearly reflects the value and function of the history subject. Unfortunately, there are still some problems in humanized education of history in middle school. For example, some teachers give priority to knowledge imparting, neglecting the cultivation of students' creativity and emotion, giving priority to ourselves, ignoring students' subjectivity, and so on. Restricted by the examination system, there are problems in the choice of teaching methods. These factors are not conducive to the effective implementation of humanistic education in middle school history. Starting with the definition of the concept of humanized education in middle school history, this paper explores the theoretical basis of humanization education, the basic principles of humanized education in middle school history, and the ways and methods of implementing humanized education in middle school history. In addition to the preface and conclusion, this paper includes five parts: the first part is the definition of the concept. By summing up the research of other researchers, the author puts forward his own understanding of the concepts of "human nature", "humanized education" and "humanized education in middle school history". The second part is the theoretical source of humanized education. The author expatiates from the angle of pedagogy, psychology and Marxist philosophy to provide theoretical support. The third part analyzes the problems and causes of humanized education in middle school history. Combining with the present situation of humanized education in middle school history, the author finds out the existing problems, and analyzes the causes of the problems from the aspects of traditional factors and realistic factors. The fourth part is the basic principles which should be followed in the humanization education of middle school history, including the principle of subjectivity, the principle of comprehensiveness, the principle of development and the principle of emotion. The fifth part is the implementation way and method of humanized education in middle school history. The author sets forth the humanized educational idea, formulates the humanized teaching goal, selects the humanized teaching method, develops the humanized extracurricular activities and adopts the humanized evaluation method, etc.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：G633.51
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