本文選題：高中 + 歷史教學(xué)�。� 參考：《華中師范大學(xué)》2016年碩士論文

【摘要】：教育來源于生活又高于生活,教學(xué)不能脫離生活而獨(dú)立存在。隨著新一輪教育改革的推進(jìn),發(fā)展性和生活性目標(biāo)受到重視,“教育回歸生活”的呼聲日益高漲,生活化教學(xué)理論研究日益完善。只有將教學(xué)與生活相結(jié)合,才能培養(yǎng)出適應(yīng)現(xiàn)實(shí)生活、實(shí)現(xiàn)自我價(jià)值、為社會(huì)做貢獻(xiàn)的優(yōu)秀人才,推動(dòng)社會(huì)進(jìn)步和發(fā)展。歷史生活化教學(xué)就是在歷史教學(xué)中將“生活”貫穿始終,教學(xué)目標(biāo)、教學(xué)內(nèi)容、教學(xué)方法、教學(xué)資源、教學(xué)評(píng)價(jià)等的選擇和運(yùn)用都要和現(xiàn)實(shí)生活進(jìn)行有機(jī)結(jié)合,樹立生活化教學(xué)理念,在教學(xué)過程中關(guān)注學(xué)生的生活體驗(yàn),讓歷史貼近現(xiàn)實(shí),以學(xué)生生活能力的提高作為教學(xué)評(píng)價(jià)的標(biāo)準(zhǔn),實(shí)現(xiàn)教學(xué)與生活的良性互動(dòng),促進(jìn)歷史教育的發(fā)展。實(shí)現(xiàn)歷史生活化教學(xué),既是順應(yīng)我國當(dāng)前教育改革、實(shí)現(xiàn)歷史學(xué)科價(jià)值、發(fā)揮歷史學(xué)科教育功能的要求,也是解決當(dāng)前歷史教學(xué)困頓現(xiàn)狀、促進(jìn)高中生身心健康發(fā)展的要求。為了了解當(dāng)前高中歷史生活化教學(xué)的實(shí)施現(xiàn)狀,筆者對(duì)江西省贛州市四所高中的部分教師和學(xué)生進(jìn)行調(diào)查問卷和訪談,結(jié)果表明：教師和學(xué)生普遍認(rèn)可歷史教學(xué)的生活化,認(rèn)識(shí)到了生活化教學(xué)實(shí)施的必要性和意義,教師愿意積極嘗試生活化教學(xué),學(xué)生也普遍表示歡迎。但是,生活化教學(xué)在歷史課堂中的運(yùn)用并不樂觀,學(xué)生學(xué)習(xí)歷史的主觀意向不強(qiáng),對(duì)歷史的實(shí)際功用價(jià)值認(rèn)識(shí)不足,在歷史課堂中的生活化需求也被忽略,教師在實(shí)際教學(xué)中對(duì)歷史和生活的聯(lián)系缺乏重視。另外,受到教學(xué)體制、教師素質(zhì)以及現(xiàn)實(shí)條件等因素的影響,生活化教學(xué)的實(shí)施面臨著諸多困難。鑒于當(dāng)前高中歷史生活化教學(xué)現(xiàn)狀并不樂觀,歷史教師應(yīng)該在教學(xué)過程中盡量克服困難,樹立生活化教學(xué)理念,在備課、上課、布置作業(yè)和教學(xué)評(píng)價(jià)過程中進(jìn)行生活化教學(xué)實(shí)踐。首先,在備課過程中,教師要了解學(xué)生的已有知識(shí)和生活經(jīng)驗(yàn),制定生活化的歷史課堂教學(xué)目標(biāo),挖掘生活化課程資源；在上課過程中,課堂導(dǎo)入“生活化”,創(chuàng)設(shè)生活化歷史情境,教學(xué)語言“生活化”,建立平等的師生關(guān)系；其次,教師要布置“生活化”的歷史作業(yè),提高學(xué)生的生活實(shí)踐能力；最后,教學(xué)評(píng)價(jià)方式要多元化,重視學(xué)生生活能力的培養(yǎng)。
[Abstract]:Education comes from life and is higher than life. Teaching cannot exist independently from life. With the promotion of the new round of education reform, the goal of development and living life has been attached importance to, the voice of "education returning to life" is rising day by day, and the theoretical research of life teaching is becoming more and more perfect. Only by combining teaching with life can we cultivate outstanding talents who can adapt to real life, realize self-worth and contribute to society, and promote social progress and development. In history teaching, life teaching means that the choice and application of "life" in history teaching should be combined organically with real life, including the choice and application of teaching objectives, teaching contents, teaching methods, teaching resources, teaching evaluation, etc. In order to realize the positive interaction between teaching and living and to promote the development of history education, we should establish the concept of life-oriented teaching, pay attention to students' life experience in the teaching process, make history close to the reality, take the improvement of students' living ability as the standard of teaching evaluation, and realize the positive interaction between teaching and life. To realize the teaching of history life is not only the requirement of conforming to the current educational reform of our country, realizing the value of history subject, giving full play to the educational function of history subject, but also the requirement of solving the current difficult situation of history teaching and promoting the development of high school students' physical and mental health. In order to understand the current implementation situation of life teaching in senior high school, the author investigated and interviewed some teachers and students of four senior high schools in Ganzhou, Jiangxi province. The results showed that teachers and students generally recognized the life of history teaching. Recognizing the necessity and significance of the implementation of life-oriented teaching, teachers are willing to actively try life teaching, and students generally welcome it. However, the application of life teaching in history classroom is not optimistic, the subjective intention of students to study history is not strong, the understanding of the actual function value of history is insufficient, and the need for life in history classroom is also ignored. Teachers pay little attention to the connection between history and life in actual teaching. In addition, due to the influence of teaching system, teachers' quality and realistic conditions, the implementation of life-oriented teaching is faced with many difficulties. In view of the fact that the current situation of life teaching in senior high school is not optimistic, history teachers should try their best to overcome the difficulties in the teaching process, establish the concept of life teaching, prepare lessons and attend classes. In the process of assignment and teaching evaluation, the practice of life-based teaching is carried out. First of all, in the course of preparing lessons, teachers should understand the students' existing knowledge and life experience, formulate the historical classroom teaching objectives of life, and tap into the curriculum resources of life. Creating the historical situation of life, teaching language "life", establishing equal teacher-student relationship; secondly, teachers should arrange historical assignments of "life" to improve students' living practice ability; finally, teaching evaluation methods should be diversified. Attach importance to the cultivation of students' living ability.
【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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