本文選題：高中歷史教學(xué) + 過渡策略�。� 參考：《內(nèi)蒙古師范大學(xué)》2017年碩士論文

【摘要】：隨著高中新課改的不斷深化,歷史學(xué)科越來越重視對(duì)學(xué)生基本知識(shí)掌握的考察以及學(xué)科思維能力的培養(yǎng),這就對(duì)廣大一線歷史教師提出了更高的要求�，F(xiàn)行高中歷史教材主要是專題式的編寫體例,保障知識(shí)傳授的連貫性與整體性是每個(gè)歷史教師面臨的現(xiàn)實(shí)問題,教師必須重視在教學(xué)過程中的過渡環(huán)節(jié)。過渡環(huán)節(jié)的設(shè)計(jì)在整個(gè)歷史課堂教學(xué)中起著穿針引線和潤(rùn)滑劑的作用,同時(shí)也是激發(fā)學(xué)生興趣、調(diào)整課堂氛圍、提高學(xué)習(xí)效率的關(guān)鍵。巧妙的過渡設(shè)計(jì)能夠合理的銜接教材內(nèi)容與教學(xué)環(huán)節(jié),因此高中歷史教學(xué)中知識(shí)過渡策略的研究是非常必要的。本研究首先從高中歷史教學(xué)中過渡策略的必要性層面進(jìn)行理論分析,筆者在探究教材的編寫體例、內(nèi)容結(jié)構(gòu)、歷史學(xué)科自身特點(diǎn)的基礎(chǔ)上指出過度策略研究的現(xiàn)實(shí)需要。然后對(duì)高中歷史教學(xué)中過渡環(huán)節(jié)的現(xiàn)狀進(jìn)行分析研究,論述歷史教學(xué)過程中常用的過渡手段,并且指出過渡環(huán)節(jié)在實(shí)際教學(xué)中存在重視程度低、缺乏趣味性、啟發(fā)性、應(yīng)用單一滯后等問題。最后在分析高中歷史過渡環(huán)節(jié)現(xiàn)狀的基礎(chǔ)上,重點(diǎn)探究過渡策略的應(yīng)用。論文研究以高中歷史必修教材為依托,將過渡類型細(xì)化為子目之間的過渡;課與課之間的過渡;政治、經(jīng)濟(jì)、文化專題知識(shí)之間的過渡三大類,最后結(jié)合具體的教學(xué)案例針對(duì)三種不同的過渡類型提出相對(duì)合理的方案和建議。子目間的過渡策略可以從學(xué)生感興趣的內(nèi)容角度設(shè)計(jì)過渡環(huán)節(jié),也可以通過選取恰當(dāng)過渡材料進(jìn)行設(shè)計(jì);課與課之間的過渡則需要教師注意課與課之間的內(nèi)在聯(lián)系;三大專題之間的過渡是以問題設(shè)置為橋梁來完成的。文章對(duì)高中歷史教學(xué)中過渡策略的研究旨在服務(wù)高中歷史教學(xué)實(shí)踐,幫助一線教師更好的應(yīng)對(duì)新課改中遇到的問題,利于教師合理的銜接教學(xué)內(nèi)容和教學(xué)環(huán)節(jié),提高教學(xué)質(zhì)量。
[Abstract]:With the deepening of the new curriculum reform in senior high school, the history subject pays more and more attention to the investigation of the students' basic knowledge and the cultivation of the subject thinking ability, which puts forward higher requirements for the vast number of first-line history teachers. The current history textbooks in senior high school are mainly thematic writing methods. Ensuring the continuity and integrity of knowledge imparting is a realistic problem faced by every history teacher. Teachers must attach importance to the transitional link in the teaching process. The design of transitional link plays the role of thread and lubricant in the whole history classroom teaching, and it is also the key to stimulate students' interest, adjust classroom atmosphere and improve learning efficiency. The skillful transition design can reasonably link the teaching material content with the teaching link, so it is very necessary to study the knowledge transition strategy in the history teaching in senior high school. Firstly, the author analyzes the necessity of transition strategy in senior high school history teaching, and points out the practical need of excessive strategy research on the basis of exploring the compiling style, content structure and the characteristics of history subject. Then it analyzes and studies the current situation of the transition link in the history teaching of senior high school, discusses the transition means commonly used in the course of history teaching, and points out that the transition link has low attention, lack of interest and inspiration in the actual teaching. Application of single hysteresis and other problems. Finally, on the basis of analyzing the current situation of the historical transition in senior high school, the paper focuses on the application of transition strategy. Based on the required teaching materials of senior high school history, the paper classifies the transition type into three categories: the transition between subjects; the transition between classes; the transition between political, economic and cultural topics; Finally, combining with specific teaching cases, this paper puts forward relatively reasonable schemes and suggestions for three different transition types. The transition strategy can be designed from the point of view of the content of interest to the students, and can also be designed by selecting the appropriate transition materials, while the transition between classes requires teachers to pay attention to the inherent relationship between the classes. The transition between the three major topics is accomplished by setting the problem as a bridge. This paper aims at serving the practice of history teaching in senior high school, helping teachers to cope with the problems encountered in the new curriculum reform, connecting the teaching contents and teaching links reasonably, and improving the teaching quality.
【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

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