本文關(guān)鍵詞： 差異教學(xué) 初中歷史課 實(shí)踐研究 學(xué)生個(gè)性差異　出處：《揚(yáng)州大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

【摘要】：初中歷史差異教學(xué)是指在初中歷史的班集體教學(xué)中立足于學(xué)生個(gè)性的差異,滿足學(xué)生個(gè)別學(xué)習(xí)的需要,以促進(jìn)每個(gè)學(xué)生在原有基礎(chǔ)上得到充分發(fā)展的教學(xué)。目前為止,差異教學(xué)在國(guó)內(nèi)外都有所展開,它可以滿足當(dāng)今社會(huì)對(duì)人才需求多樣化的要求,也是現(xiàn)代教育理論發(fā)展的訴求,符合我國(guó)基礎(chǔ)教育改革的理念。本文包括前言和三個(gè)章節(jié)。前言分析了筆者開展初中歷史差異教學(xué)研究的緣起,國(guó)內(nèi)外研究的現(xiàn)狀,研究的意義以及研究的創(chuàng)新點(diǎn)。第一章論述“初中歷史教學(xué)實(shí)施差異教學(xué)的前提”。要想實(shí)施差異教學(xué),首先要認(rèn)識(shí)初中生的個(gè)體差異以及學(xué)習(xí)中表現(xiàn)出來的差異,了解評(píng)價(jià)個(gè)體差異的分析方法；其次,開展差異教學(xué),還要了解差異教學(xué)的理論基礎(chǔ)；最后,只有具備了實(shí)施差異教學(xué)所需要的環(huán)境,才能順利開展差異教學(xué)。第二章論述“初中歷史差異教學(xué)策略”。了解學(xué)生的個(gè)性差異,準(zhǔn)備好實(shí)施教學(xué)差異的環(huán)境只是差異教學(xué)的第一步,而第二步就是要熟悉初中歷史差異教學(xué)策略,熟悉其原則,了解教師的作用以及評(píng)價(jià)的方式。第三章論述“初中歷史差異教學(xué)的實(shí)踐”。筆者從理論認(rèn)識(shí)和實(shí)踐操作兩個(gè)層面把學(xué)生的差異作為有利的教學(xué)資源融入到初中歷史課堂的教學(xué)當(dāng)中,積極探索初中歷史差異教學(xué)的課堂模式,如差異教學(xué)下的合作探究學(xué)習(xí),集體教學(xué)下的課堂分層教學(xué)等,并列舉了一篇典型的教學(xué)案例設(shè)計(jì)�？傊�,本文從歷史差異教學(xué)的角度,運(yùn)用教育心理學(xué)、課程與教學(xué)論、歷史教育學(xué)等相關(guān)理論,借鑒國(guó)外的研究成果以及自己多年的教學(xué)實(shí)踐,對(duì)初中歷史差異教學(xué)的實(shí)踐問題進(jìn)行了初步的探討。
[Abstract]:Junior high school history difference teaching means that in the junior middle school history class collective teaching, based on students' personality differences, to meet the needs of individual learning students. In order to promote each student to get the full development of teaching on the basis of the original. So far, differential teaching has been carried out both at home and abroad, it can meet the needs of the diverse needs of today's society. It is also the demand of the development of modern education theory, in line with the concept of basic education reform in China. This paper includes the preface and three chapters. The preface analyzes the origin of the author's research on the history difference teaching in junior high school. The first chapter discusses "the premise of implementing differential teaching in history teaching in junior high school". First of all, we should understand the individual differences of junior high school students and the differences in learning, and understand the analysis methods to evaluate individual differences. Secondly, to carry out differential teaching, we should also understand the theoretical basis of differential teaching; Finally, only if we have the necessary environment to carry out the differential teaching, can we carry out the differential teaching successfully. The second chapter discusses the "junior middle school history difference teaching strategy" and understands the students' personality differences. To prepare for the implementation of teaching difference environment is only the first step of differential teaching, and the second step is to be familiar with junior high school history difference teaching strategy, familiar with its principles. Understand the role of teachers and the way of evaluation. Chapter three discusses the practice of "History difference Teaching in Junior Middle School" The author integrates the difference between students as a beneficial teaching resource into the history classroom teaching of junior high school from the two aspects of theory and practice. Actively explore the classroom model of history differential teaching in junior high school, such as cooperative inquiry learning under differential teaching, classroom stratified teaching under collective teaching, and enumerate a typical teaching case design. From the point of view of historical difference teaching, this paper uses the relevant theories of educational psychology, curriculum and teaching theory, history pedagogy and so on, and draws lessons from the research results of foreign countries as well as their own teaching practice for many years. This paper discusses the practice of history difference teaching in junior middle school.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.51

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本文編號(hào)：1461178