發(fā)布時(shí)間：2018-06-10 03:07

  本文選題：支架式教學(xué) + 高中歷史教學(xué)�。� 參考：《揚(yáng)州大學(xué)》2016年碩士論文

【摘要】：目前,高中歷史教學(xué)過(guò)程中,不管是教師還是學(xué)生,都存在死記硬背的認(rèn)識(shí)誤區(qū),學(xué)生對(duì)上歷史課的興趣不高也不夠重視,其歷史成績(jī)也不是很樂(lè)觀。如何改善高中歷史教學(xué)方法成為了一項(xiàng)迫切而重要的任務(wù)。新課改要求學(xué)生學(xué)習(xí)方式的轉(zhuǎn)變,倡導(dǎo)學(xué)生主動(dòng)學(xué)習(xí),在多樣化、開(kāi)放式的環(huán)境中,充分發(fā)揮學(xué)生的主體性和積極性,培養(yǎng)學(xué)生自主學(xué)習(xí)的意識(shí)和能力。這些教育理念與支架式教學(xué)的觀念是不謀而合的。支架式教學(xué)與具體學(xué)科的應(yīng)用研究還不夠普遍,而與歷史教學(xué)的結(jié)合運(yùn)用就更為鮮見(jiàn)。因此,本文將支架式教學(xué)模式引入到高中歷史教學(xué)中,并嘗試進(jìn)行實(shí)驗(yàn)探究。本文共分為四個(gè)部分。第一部分引言。在引言中對(duì)選題的緣由、研究現(xiàn)狀、思路與方法、創(chuàng)新與不足進(jìn)行闡述。第二部分理論研究。對(duì)支架式教學(xué)的內(nèi)涵及特點(diǎn)、基本環(huán)節(jié)、支架的類型做個(gè)比較詳細(xì)的介紹,從而對(duì)支架式教學(xué)模式有個(gè)整體的認(rèn)識(shí)。第三部分實(shí)驗(yàn)研究。本文結(jié)合前人的研究成果,運(yùn)用實(shí)驗(yàn)數(shù)據(jù)、問(wèn)卷調(diào)查和案例分析等方法檢驗(yàn)支架式教學(xué)模式在高中歷史教學(xué)中的有效性。第四部分反思。在依據(jù)實(shí)驗(yàn)結(jié)果和問(wèn)卷調(diào)查的基礎(chǔ)上,結(jié)合教學(xué)實(shí)際進(jìn)行思考,提出高中歷史課堂上運(yùn)用支架式教學(xué)的幾點(diǎn)想法和建議,希望能夠給廣大高中歷史教師提供些許參考和啟示。最后,對(duì)于支架式教學(xué)模式在高中歷史教學(xué)中的運(yùn)用情況,本文通過(guò)對(duì)實(shí)驗(yàn)結(jié)果和調(diào)查問(wèn)卷的分析并結(jié)合教學(xué)實(shí)際得出以下幾點(diǎn)結(jié)論。第一,支架式教學(xué)激發(fā)了學(xué)生對(duì)歷史的學(xué)習(xí)興趣,滿足了學(xué)生心理安全感的需求,使得學(xué)生參與課堂活動(dòng)的積極性得以提高。而且,伴隨著合作交流的深入,學(xué)生逐漸克服了緊張隋緒,對(duì)于課堂的歸屬感也不斷增強(qiáng)。第二,支架式教學(xué)提升了學(xué)生的歷史成績(jī)和自信心。通過(guò)教學(xué)實(shí)驗(yàn),可以發(fā)現(xiàn),實(shí)驗(yàn)班的成績(jī)得到了明顯的提高,特別是中等偏下的學(xué)生,增強(qiáng)了他們對(duì)于歷史學(xué)習(xí)的信心；而且,學(xué)生還在合作交流、小組協(xié)作等互動(dòng)形式中形成了積極進(jìn)取、團(tuán)結(jié)合作等優(yōu)秀的心理品質(zhì),從而增強(qiáng)了學(xué)生對(duì)自己人生的信心。第三,支架式教學(xué)有利于培養(yǎng)學(xué)生的自主學(xué)習(xí)的意識(shí)和能力。在支架式教學(xué)中,輕松愉快的課堂活動(dòng),使得學(xué)生的個(gè)性自由得到釋放,各自發(fā)揮自己的主觀能動(dòng)性和優(yōu)勢(shì),在相互討論的過(guò)程中,不僅促進(jìn)了學(xué)生歷史學(xué)習(xí)能力的提高,更開(kāi)闊了學(xué)生的思維和視野,養(yǎng)成了合作學(xué)習(xí)和自主學(xué)習(xí)的習(xí)慣。
[Abstract]:At present, in the course of history teaching in senior high school, whether teachers or students, there is a misunderstanding of rote memorization, students' interest in history lesson is not high enough, and their historical achievement is not very optimistic. How to improve high school history teaching method has become an urgent and important task. The new curriculum reform requires the change of students' learning style, advocates students' active learning, fully exerts students' subjectivity and enthusiasm in a diversified and open environment, and cultivates students' consciousness and ability of independent learning. These educational concepts coincide with those of scaffolding teaching. The application of scaffolding teaching and specific subjects is not common enough, and the combination of history teaching and learning is even less common. Therefore, this paper introduces the scaffolding teaching model into the history teaching of senior high school, and tries to explore the experiment. This paper is divided into four parts. The first part is introduction. In the introduction, the reasons, research status, ideas and methods, innovation and shortcomings are discussed. The second part is the theoretical research. This paper gives a detailed introduction to the connotation and characteristics, basic links and types of scaffolding teaching, so as to have an overall understanding of the scaffold teaching mode. The third part is the experimental research. Based on the previous research results, this paper uses experimental data, questionnaires and case studies to test the effectiveness of the scaffolding teaching model in senior high school history teaching. Part four: reflection. Based on the results of the experiment and the questionnaire survey, this paper puts forward some ideas and suggestions on the use of scaffolding teaching in senior high school history classroom, hoping to provide some reference and inspiration to the vast number of senior high school history teachers. Finally, as to the application of the scaffolding teaching model in senior high school history teaching, this paper draws the following conclusions by analyzing the experimental results and questionnaire and combining with the teaching practice. First, scaffolding teaching stimulates students' interest in learning history, meets the needs of students' psychological security, and improves the enthusiasm of students to participate in classroom activities. In addition, with the deepening of cooperative communication, students gradually overcome the tension Sui Xu, the sense of belonging to the classroom is also growing. Second, scaffolding teaching promotes students' historical achievement and self-confidence. Through teaching experiments, it can be found that the results of the experimental class have been significantly improved, especially among the students at the lower middle level, which has enhanced their confidence in the study of history; moreover, the students are still cooperating and exchanging. Group cooperation and other forms of interaction form positive and enterprising, solidarity and cooperation and other excellent psychological qualities, thus enhancing students' confidence in their own life. Thirdly, scaffolding teaching is helpful to cultivate students' consciousness and ability of self-learning. In the scaffolding teaching, the relaxed and pleasant classroom activities release the students' personality and give full play to their subjective initiative and advantages. In the process of mutual discussion, they not only promote the improvement of students' learning ability in history, but also improve the students' ability to learn history. It also broadens the students' thinking and vision, and forms the habit of cooperative learning and autonomous learning.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.51

【參考文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前3條

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3 崔春梅;學(xué)習(xí)支架在多媒體課堂教學(xué)中的應(yīng)用研究[D];南京師范大學(xué);2006年

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本文編號(hào)：2001765