本文選題：高中歷史開放性習(xí)題　切入點(diǎn)：課堂教學(xué)　出處：《內(nèi)蒙古師范大學(xué)》2017年碩士論文

【摘要】：歷史開放性習(xí)題是指以考察學(xué)生的綜合素質(zhì)為目的,在解題過程中要求學(xué)生發(fā)散思維,從習(xí)題的材料設(shè)置、問題設(shè)置、到答案設(shè)置、評(píng)價(jià)標(biāo)準(zhǔn)設(shè)置都十分開放的一種習(xí)題類型。在高中歷史教學(xué)中對(duì)其進(jìn)行恰切應(yīng)用,能夠提升學(xué)生的歷史學(xué)科素養(yǎng),提高學(xué)生的歷史思維能力。新課改以來,歷史開放性習(xí)題在高中歷史教學(xué)中的應(yīng)用日益普遍,具體體現(xiàn)在其越來越多地出現(xiàn)于練習(xí)題與各類考試題中。但是,調(diào)查發(fā)現(xiàn),它在課堂教學(xué)中應(yīng)用的現(xiàn)狀并不理想,并未能有效地發(fā)揮它能提升學(xué)生學(xué)科歷史素養(yǎng)的重要作用。如何發(fā)揮歷史開放性習(xí)題的重要作用,讓其更好地服務(wù)于高中歷史課堂教學(xué),已引起一線教師、廣大科研工作者及高校師范生的重視與研究。本研究從歷史開放性習(xí)題的概念、類型、特點(diǎn)、在課堂教學(xué)中的應(yīng)用等方面系統(tǒng)研究高中歷史開放性習(xí)題,將其從解題形式上分為紙筆類與非紙筆類兩大類型;并從習(xí)題設(shè)置、考察方向與立意上概括出其所具有的習(xí)題特點(diǎn)如:開放性、復(fù)雜性、新穎性、高遠(yuǎn)性等高中歷史開放性習(xí)題作業(yè)與高中歷史開放性習(xí)題課,作為歷史開放性習(xí)題在課堂教學(xué)中兩種常見的應(yīng)用類型,筆者在本文中對(duì)如何將他們應(yīng)用于課堂教學(xué)做了具體研究。指出作業(yè)應(yīng)用應(yīng)遵循主體性、趣味性、互補(bǔ)性等布置原則以及肯定性、及時(shí)性兩大評(píng)價(jià)原則;習(xí)題課應(yīng)用要遵循圍繞“主線”展開的組織策略、開放式教學(xué)的傳遞策略、民主平等的管理策略等。最后,為更好的將高中歷史開放性習(xí)題應(yīng)用于課堂教學(xué)中,筆者指出在應(yīng)用中應(yīng)該注意的問題,如:注意與封閉式歷史習(xí)題相互補(bǔ)充;避免題海戰(zhàn)術(shù);習(xí)題課的開放要課前、課中、課后保持一致;不能將開放性習(xí)題課與開放式教學(xué)混為一談等,以期在教學(xué)中更為有效地利用開放性習(xí)題,發(fā)揮它的功效。
[Abstract]:In order to investigate the students' comprehensive quality, the historical open exercise refers to a type of exercise that requires students to think differently in the process of solving the problem, from the material setting, question setting, answer setting and evaluation standard setting of the exercises.The proper application of it in senior high school history teaching can improve students' history literacy and students' historical thinking ability.Since the reform of the new curriculum, the application of historical open exercises in senior high school history teaching has become more and more common, which is embodied in the fact that more and more of them appear in exercises and all kinds of test questions.However, it is found that the present situation of its application in classroom teaching is not ideal, and it fails to play an important role in improving the students' history literacy.How to give full play to the important role of historical open exercises and make them better serve the history teaching in senior high school has aroused the attention and research of teachers, scientific research workers and normal students in colleges and universities.In this study, the concept, type, characteristics and application in classroom teaching of historical open exercises in senior high school are systematically studied, which can be divided into two types: pen and paper type and non-paper pen type, and set up exercises.The characteristics of the exercises, such as opening, complexity, novelty, high distance and so on, are summarized.As two common application types of historical open exercises in classroom teaching, the author makes a concrete research on how to apply them to classroom teaching.It is pointed out that the application of homework should follow the principles of subjectivity, interest and complementarity, as well as the evaluation principles of certainty and timeliness, and the application of exercises should follow the organizational strategy around the "main line" and the transmission strategy of open teaching.A democratic and equal management strategy, etc.Finally, in order to better apply the high school history opening exercises to the classroom teaching, the author points out the problems that should be paid attention to in the application, such as: attention and closed history exercises complement each other; avoid the sea of questions tactics;In class, the class is consistent after class, and the open problem course and the open teaching should not be confused, in order to make more effective use of the open exercise in the teaching, and bring its effect into full play.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.51

【參考文獻(xiàn)】

相關(guān)期刊論文 前7條

1 王連偉;;淺談高中歷史習(xí)題課的課堂教學(xué)[J];學(xué)周刊;2014年15期

2 何成剛;;美國(guó)明尼蘇達(dá)州依頓派瑞高中歷史作業(yè)賞析與解讀[J];歷史教學(xué)(中學(xué)版);2008年08期

3 朱爍紅;以人為本:高三歷史習(xí)題教法新探[J];中學(xué)歷史教學(xué)參考;2002年07期

4 胡江平;;課程改革背景下的歷史練習(xí)模式新探[J];中學(xué)歷史教學(xué);2002年03期

5 陳漢忠;高中歷史開放型習(xí)題的設(shè)計(jì)[J];歷史教學(xué);2002年01期

6 袁本愉,劉淑明,范多寶;高中歷史習(xí)題教學(xué)“自主演練法”初探[J];歷史教學(xué);2001年10期

7 胡繼淵,沈正元;淺論教學(xué)策略的內(nèi)涵、類型及其他[J];外國(guó)中小學(xué)教育;2000年02期

相關(guān)碩士學(xué)位論文 前8條

1 李靜;“自主合作探究”教學(xué)模式在高三歷史習(xí)題課中的應(yīng)用[D];新疆師范大學(xué);2016年

2 姜云鵬;初中生物學(xué)開放性試題設(shè)計(jì)研究[D];魯東大學(xué);2014年

3 王猛;新課改以來山東省高考?xì)v史試卷發(fā)展研究[D];曲阜師范大學(xué);2014年

4 馬強(qiáng);論中學(xué)歷史作業(yè)的布置[D];華中師范大學(xué);2013年

5 樂明月;美國(guó)高中歷史作業(yè)的啟示[D];華東師范大學(xué);2011年

6 狄海芬;新課程背景下初中政治開放題的研究[D];南京師范大學(xué);2011年

7 程桂華;中學(xué)歷史史料習(xí)題教學(xué)探究[D];首都師范大學(xué);2008年

8 楊文;開放題在數(shù)學(xué)教學(xué)中應(yīng)用的研究[D];江西師范大學(xué);2006年

，

本文編號(hào)：1730394