發(fā)布時(shí)間：2018-06-06 05:35

  本文選題：情境教學(xué)法 + 高中歷史教學(xué)�。� 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：隨著課程改革的不斷深入,江蘇省語(yǔ)文教師李吉林提出的情境教學(xué)法備受中學(xué)教師的喜愛(ài)和關(guān)注,情境教學(xué)法成為中學(xué)歷史教學(xué)的常用教法之一,被多次運(yùn)用到中學(xué)歷史教學(xué)中,對(duì)高中歷史教學(xué)質(zhì)量的提高具有非常重要的意義。情境教學(xué)法是在教學(xué)過(guò)程中,教師積極營(yíng)造良好的學(xué)習(xí)環(huán)境和氛圍,激發(fā)學(xué)生的興趣,調(diào)動(dòng)學(xué)生的積極性,幫助學(xué)生構(gòu)建認(rèn)知,促進(jìn)學(xué)生全面發(fā)展的教學(xué)方法。暗示原理,馬克思主義關(guān)于人的全面發(fā)展學(xué)說(shuō),素質(zhì)教育理論,建構(gòu)主義原理和遷移理論等理論學(xué)說(shuō)構(gòu)成了情境教學(xué)法的理論依據(jù)。情境教學(xué)法作為一種備受推崇的教學(xué)方法,是有具體的理論依據(jù)為支撐的,是一種值得關(guān)注的科學(xué)的教學(xué)方法。在高中歷史教學(xué)中應(yīng)用情境教學(xué)法是十分必要的,這既符合當(dāng)前基礎(chǔ)教育課程改革的要求,又在促進(jìn)學(xué)生學(xué)科核心素養(yǎng)的發(fā)展和教師專(zhuān)業(yè)成長(zhǎng)等方面具有重要的意義。情境教學(xué)法在應(yīng)用過(guò)程中應(yīng)遵循相關(guān)的原則和策略,這包括科學(xué)性、針對(duì)性和主體性的應(yīng)用原則以及以生動(dòng)語(yǔ)言描繪情境,用生活實(shí)例構(gòu)建情境,以問(wèn)題為本創(chuàng)設(shè)情境,用多媒體展示情境,以角色扮演體驗(yàn)情境、以史料為基建立情境等應(yīng)用策略。此外,應(yīng)用情境教學(xué)法,還需要注意一些問(wèn)題,如創(chuàng)設(shè)的情境不能喧賓奪主,教師要考慮到學(xué)生的認(rèn)知經(jīng)驗(yàn)、明確自己的定位,在創(chuàng)設(shè)情境時(shí)充分考慮三維目標(biāo)的需要,在一定條件下任課教師可以將情境教學(xué)法從課堂延伸至課外,使學(xué)生可以在豐富的社會(huì)活動(dòng)中進(jìn)行學(xué)習(xí)。情境教學(xué)法在高中歷史教學(xué)中的應(yīng)用已經(jīng)有很大的成效,但是在具體的實(shí)踐環(huán)節(jié)當(dāng)中還存在一定的問(wèn)題,需要我們不斷地進(jìn)行反思和改進(jìn)。
[Abstract]:With the deepening of curriculum reform, the situational teaching method proposed by Jiangsu language teacher Li Jilin has attracted the attention of middle school teachers, and situational teaching method has become one of the common teaching methods in middle school history teaching. It is of great significance to improve the quality of history teaching in middle school. Situational teaching method is a teaching method in which teachers actively create a good learning environment and atmosphere, arouse students' interest, arouse students' enthusiasm, help students build cognition and promote students' all-round development. The theory of implying theory, Marxist theory of all-round development of human beings, quality education theory, constructivism principle and transfer theory constitute the theoretical basis of situational teaching method. As a highly respected teaching method, situational teaching method is supported by specific theoretical basis and is a scientific teaching method worthy of attention. It is necessary to apply situational teaching method in history teaching in senior high school, which not only accords with the requirements of the current curriculum reform of basic education, but also plays an important role in promoting the development of students' core accomplishment of subjects and the professional growth of teachers. In the course of application, situational teaching methods should follow relevant principles and strategies, which include the application principles of science, pertinence and subjectivity, the depiction of situation in vivid language, the construction of situation with living examples, and the creation of situation based on problem. Using multimedia to display situations, role-playing experience situations, historical materials as the basis for the establishment of situational application strategies. In addition, the application of situational teaching method should also pay attention to some problems, such as the creation of the situation can not seize the lead, teachers should take into account the students' cognitive experience, clear their own position, and fully consider the needs of three-dimensional objectives in the creation of the situation. Under certain conditions, teachers can extend situational teaching method from classroom to extracurricular, so that students can learn in rich social activities. The application of situational teaching method in senior high school history teaching has achieved great results, but there are still some problems in the concrete practice, which need us to constantly reflect and improve.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.51

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 黃牧航;;十年新課程歷史科高考命題改革的回顧與分析(下)[J];中學(xué)歷史教學(xué);2016年09期

2 樊江峰;;基于情景教學(xué)角度下中學(xué)歷史教學(xué)問(wèn)題研究[J];教育教學(xué)論壇;2016年14期

3 陳亮;;也談情境教學(xué)是中學(xué)歷史課堂教學(xué)的有效手段[J];讀與寫(xiě)(教育教學(xué)刊);2016年03期

4 黃香萍;;創(chuàng)設(shè)情境 入境生情——談歷史教學(xué)中的情感教育[J];中國(guó)校外教育;2015年17期

5 馬寧;;歷史教學(xué)的現(xiàn)實(shí)訴求與理想追求[J];基礎(chǔ)教育研究;2010年15期

6 王濤;;歷史情境概念界定和創(chuàng)設(shè)方法淺談[J];歷史教學(xué)(中學(xué)版);2007年10期

7 李惠軍;;我思、我行,故我在[J];中學(xué)歷史教學(xué)參考;2006年04期

8 陳瑞;;情境教學(xué)法在初中歷史教學(xué)中的一次嘗試[J];歷史教學(xué);2005年12期

9 梁勵(lì);論歷史教學(xué)中問(wèn)題情境的創(chuàng)設(shè)[J];課程.教材.教法;2005年05期

10 黃武芬;中學(xué)生學(xué)習(xí)歷史的動(dòng)機(jī)之調(diào)查及其分析[J];陜西師范大學(xué)繼續(xù)教育學(xué)報(bào);2004年S1期

相關(guān)碩士學(xué)位論文 前1條

1 曾伊欽;高中歷史教學(xué)結(jié)合情境教學(xué)法的理論與實(shí)踐[D];福建師范大學(xué);2015年

，

本文編號(hào)：1985362