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

【摘要】：目前,高中歷史教學過程中,不管是教師還是學生,都存在死記硬背的認識誤區(qū),學生對上歷史課的興趣不高也不夠重視,其歷史成績也不是很樂觀。如何改善高中歷史教學方法成為了一項迫切而重要的任務。新課改要求學生學習方式的轉變,倡導學生主動學習,在多樣化、開放式的環(huán)境中,充分發(fā)揮學生的主體性和積極性,培養(yǎng)學生自主學習的意識和能力。這些教育理念與支架式教學的觀念是不謀而合的。支架式教學與具體學科的應用研究還不夠普遍,而與歷史教學的結合運用就更為鮮見。因此,本文將支架式教學模式引入到高中歷史教學中,并嘗試進行實驗探究。本文共分為四個部分。第一部分引言。在引言中對選題的緣由、研究現狀、思路與方法、創(chuàng)新與不足進行闡述。第二部分理論研究。對支架式教學的內涵及特點、基本環(huán)節(jié)、支架的類型做個比較詳細的介紹,從而對支架式教學模式有個整體的認識。第三部分實驗研究。本文結合前人的研究成果,運用實驗數據、問卷調查和案例分析等方法檢驗支架式教學模式在高中歷史教學中的有效性。第四部分反思。在依據實驗結果和問卷調查的基礎上,結合教學實際進行思考,提出高中歷史課堂上運用支架式教學的幾點想法和建議,希望能夠給廣大高中歷史教師提供些許參考和啟示。最后,對于支架式教學模式在高中歷史教學中的運用情況,本文通過對實驗結果和調查問卷的分析并結合教學實際得出以下幾點結論。第一,支架式教學激發(fā)了學生對歷史的學習興趣,滿足了學生心理安全感的需求,使得學生參與課堂活動的積極性得以提高。而且,伴隨著合作交流的深入,學生逐漸克服了緊張隋緒,對于課堂的歸屬感也不斷增強。第二,支架式教學提升了學生的歷史成績和自信心。通過教學實驗,可以發(fā)現,實驗班的成績得到了明顯的提高,特別是中等偏下的學生,增強了他們對于歷史學習的信心；而且,學生還在合作交流、小組協作等互動形式中形成了積極進取、團結合作等優(yōu)秀的心理品質,從而增強了學生對自己人生的信心。第三,支架式教學有利于培養(yǎng)學生的自主學習的意識和能力。在支架式教學中,輕松愉快的課堂活動,使得學生的個性自由得到釋放,各自發(fā)揮自己的主觀能動性和優(yōu)勢,在相互討論的過程中,不僅促進了學生歷史學習能力的提高,更開闊了學生的思維和視野,養(yǎng)成了合作學習和自主學習的習慣。
[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.
【學位授予單位】：揚州大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.51

【參考文獻】

相關碩士學位論文 前3條

1 王源帥;高中英語閱讀教學中“支架式”教學模式的應用研究[D];山東師范大學;2014年

2 田所秀;建構主義學習理論下的歷史教學模式初探[D];云南師范大學;2008年

3 崔春梅;學習支架在多媒體課堂教學中的應用研究[D];南京師范大學;2006年

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本文編號：2001765