本文選題：“神入”教學法　切入點：初中歷史教學　出處：《渤海大學》2017年碩士論文　論文類型：學位論文

【摘要】：歷史“神入”教學法是指學習者要置身于歷史發(fā)展的環(huán)境中去觀察歷史,站在歷史人物的立場上去研究歷史,即“主體進入客體之中去想象客體”的教學活動。由于歷史是一門較為特殊的學科,其獨特性則體現(xiàn)在它的過去性和不可復制性。因此,對學生來說,歷史既遙遠又陌生,且無法對歷史事件和歷史人物進行直接的觀察。同時,歷史也有其局限性。學生學習歷史是今人看古人,由于主客觀因素的制約,容易對歷史的認識和解釋產(chǎn)生誤解。而“神入”教學法恰好能巧妙地解決上述問題。歷史“神入”教學法依據(jù)建構(gòu)主義理論、人本主義理論及發(fā)現(xiàn)學習理論,形成自身獨有的特征——想象性、參與性與情感性。其操作流程分為創(chuàng)設(shè)歷史情境、搜集歷史證據(jù)、分享研究成果和反饋教學評價四個步驟,教師通過角色扮演、故事講解、圖像想象及史料解讀的方式,引導學生“神入”歷史之中。本論文主要采用了文獻研究法、案例分析法和實驗法,通過闡述歷史“神入”教學法的內(nèi)涵、特征及所依據(jù)的教學理論,分析該教學法在歷史教學中運用的可行性和重要性,并以《秦的統(tǒng)一》一課為案例進行實踐探索,強調(diào)歷史“神入”教學法的操作流程和具體形式,且在試點班級教學實踐后提出在運用中應注意的問題。但是,要尋求如何才能將“神入”教學法更好地應用在初中歷史課堂,使之與歷史學科更好地融合,還需要歷史教育研究者和一線教師的共同探索。
[Abstract]:The history of "Empathy" teaching method refers to learners in the history of the development of the environment to observe the history, stand up on the history in the historical position of characters, namely "the subject enters the object to imagine the object" teaching activities. Because history is a special subject, its uniqueness is reflected in it in the past and can not be copied. Therefore, for students, the history of both distant and strange, and not on the historical events and historical figures for direct observation. At the same time, history also has its limitations. Students learn history today to see the ancients, due to the restriction of subjective and objective factors, easy understanding and interpretation of history misunderstanding. "Empathy" teaching method can skillfully solve the above problems. The history of "Empathy" teaching method based on constructivism theory, learning theory and humanism theory, formed its own unique characteristics to Like, participation and emotion. The operation process is divided into the creation of the historical context, historical evidence collection, sharing of research results and feedback of teaching evaluation in four steps, the teacher through role play, story explanation, image imagination and historical interpretation way to guide students to "Empathy" history. This paper mainly uses the literature research method, case analysis method and experimental method, elaborates the historical connotation through the "Empathy" teaching method, based on the characteristics and teaching theory, the importance and feasibility analysis in history teaching in the teaching method, and to unify the case > < Qin lesson practice, operation process and the specific form of emphasis on history "Empathy" teaching method, and should be paid attention to in the application of proposed pilot class teaching practice. However, how to seek the "Empathy" teaching method is better applied in the early in history classroom, To integrate it with the history of history, it also needs the joint exploration of the historical education researchers and the teachers.

【學位授予單位】：渤海大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.51

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本文編號：1574279