本文選題：高中歷史 + 圖示法教學(xué)��； 參考：《華中師范大學(xué)》2016年碩士論文

【摘要】：課程改革與推進(jìn)是衡量我國(guó)教育理念發(fā)展水平的重要標(biāo)志之一。而教學(xué)方式的改革無(wú)疑是推進(jìn)教學(xué)理念的關(guān)鍵手段,也是切實(shí)提升教育質(zhì)量和學(xué)生綜合素質(zhì)的前提條件。圖示法作為整合教學(xué)資源的新型教學(xué)方式使得歷史教學(xué)又勃發(fā)出新的生機(jī)和活力。高中歷史教材一改傳統(tǒng)的通史模式,變?yōu)閷ｎ}史來(lái)呈現(xiàn)歷史,從文明史觀縱向的角度看政治、經(jīng)濟(jì)、思想文化的發(fā)展線索清晰,但是從橫向的發(fā)展脈絡(luò)來(lái)看,學(xué)生對(duì)每個(gè)階段的政治、經(jīng)濟(jì)、思想文化對(duì)應(yīng)起來(lái)會(huì)更為困難。歷史學(xué)科帶有很強(qiáng)的時(shí)序性,只有了解每一階段的時(shí)代背景,才能夠去分析歷史事件產(chǎn)生的背景、目的包括其最終的結(jié)果及影響。面對(duì)三本必修和兩本選修,學(xué)生感覺(jué)歷史學(xué)科是雜亂而繁瑣的。這就需要我們采用適當(dāng)?shù)慕虒W(xué)方法,簡(jiǎn)化教材,濃縮知識(shí),構(gòu)建知識(shí)體系,而圖示法就是高效的教學(xué)方式。通過(guò)表格或者是圖文的形式把純文字型的知識(shí)歸納整理或者進(jìn)一步梳理知識(shí)點(diǎn)之間的聯(lián)系,當(dāng)然可以將段落型文字簡(jiǎn)化為綱目式的知識(shí)體系。這個(gè)過(guò)程不但可以豐富歷史課堂,同樣增加了學(xué)生自主學(xué)習(xí)的動(dòng)力和機(jī)會(huì),提升學(xué)生的概括歸納能力以及邏輯思維能力,形成肯讀書(shū)、會(huì)讀書(shū)、讀懂書(shū)這樣一個(gè)好的學(xué)習(xí)習(xí)慣和氛圍。本文將通過(guò)緒論、三個(gè)章節(jié)和總結(jié)來(lái)闡釋圖示法在歷史教學(xué)中的重要性。緒論主要交代了選題的原因、歷史教學(xué)法的發(fā)展以及國(guó)內(nèi)外對(duì)于圖示法的研究現(xiàn)狀。第一章主要從傳統(tǒng)教學(xué)脫離現(xiàn)實(shí)、傳統(tǒng)教學(xué)方式存在的問(wèn)題、課程設(shè)置不合理、多媒體使用不當(dāng)、教育觀念落后等幾大方面具體闡述,而后再根據(jù)這幾方面的問(wèn)題進(jìn)行分析,引出一種新穎高效的教學(xué)方式——?dú)v史圖示法教學(xué)。第二章主要講述圖示法教學(xué)的概念、教學(xué)方式、教學(xué)理念和原則。第三章主要是通過(guò)舉例說(shuō)明圖示法在歷史各個(gè)環(huán)節(jié)的應(yīng)用來(lái)闡述圖示法在歷史教學(xué)中的重要作用。最后一章針對(duì)圖示法教學(xué)進(jìn)行了幾點(diǎn)思考作為對(duì)本文的總結(jié)。
[Abstract]:Curriculum reform and promotion is one of the important symbols to measure the development level of educational concept in China. The reform of teaching method is undoubtedly the key means to promote the teaching idea and the precondition to improve the quality of education and the comprehensive quality of students. As a new teaching method of integrating teaching resources, graphic method brings new vitality and vitality to history teaching. The history textbook of senior high school changed from the traditional general history model to the special history to present the history. The development clue of politics, economy, ideology and culture is clear from the perspective of the historical view of civilization, but from the perspective of horizontal development, Students at each stage of the political, economic, ideological and cultural correspondence will be more difficult. History has a strong temporal nature, only by understanding the background of each stage, can we analyze the background of historical events, including its final results and effects. Faced with three compulsory courses and two elective courses, students feel that the history subject is messy and cumbersome. This requires us to adopt appropriate teaching methods, simplify teaching materials, concentrate knowledge, and construct knowledge system, and graphic method is an efficient teaching method. Through the form of table or graphic text the pure text knowledge can be summed up or further combed out the relationship between the knowledge points of course can be simplified into a programmatic knowledge system paragraph type text. This process not only enriches the history classroom, but also increases the students' motivation and opportunity to learn independently, promotes the students' ability of generalization and induction and logical thinking, and forms a willingness to read and be able to read. Reading books such a good study habits and atmosphere. This paper will explain the importance of graphic method in history teaching through introduction, three chapters and summary. The introduction mainly explains the reason of choosing this topic, the development of historical teaching method and the present situation of research on graphic method at home and abroad. The first chapter mainly from the traditional teaching out of reality, the problems of traditional teaching methods, the unreasonable curriculum, the improper use of multimedia, the backward concept of education and other aspects of the specific elaboration, and then according to these aspects of the analysis of the problems. This paper introduces a novel and efficient teaching method-historical graphic teaching. The second chapter mainly introduces the concept, teaching method, teaching idea and principle of graphic teaching. The third chapter illustrates the important role of diagrammatic method in history teaching by illustrating the use of diagrammatic method in each link of history. In the last chapter, some thoughts are given to the teaching of graphic method as a summary of this paper.
【學(xué)位授予單位】：華中師范大學(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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