本文選題：高中歷史 + 文學(xué)史��； 參考：《揚(yáng)州大學(xué)》2016年碩士論文

【摘要】：在新課程改革下高中歷史教學(xué)的教材觀、教師觀和學(xué)生觀都有了較大的改變。高中歷史文化史模塊受到重視,其中文學(xué)史地位也得到提升。但受中學(xué)歷史教育長期重政治史、經(jīng)濟(jì)史思想的影響,高中歷史課文文學(xué)史部分的教學(xué)在實(shí)際課堂中的不足與弊端沒有較為明顯的改善,文學(xué)史教學(xué)設(shè)計(jì)的很多方面。例如教學(xué)目標(biāo)設(shè)計(jì)、教學(xué)內(nèi)容設(shè)計(jì)、教學(xué)策略設(shè)計(jì)、教學(xué)評(píng)價(jià)設(shè)計(jì)等都存在不少弊端,無法到達(dá)新課改下對(duì)這方面內(nèi)容的教學(xué)目標(biāo)。本文基于對(duì)鹽城市10位高中歷史教師的問卷調(diào)查與個(gè)別訪談,從教師基本信息、教師歷史文學(xué)史教學(xué)與具體教學(xué)設(shè)計(jì)情況兩方面入手,對(duì)鹽城市歷史教師文學(xué)史教學(xué)設(shè)計(jì)情況進(jìn)行了調(diào)查分析,通過對(duì)新課程改革后高中文學(xué)史教學(xué)設(shè)計(jì)的研究現(xiàn)狀和教學(xué)策略進(jìn)行探討,以期能夠引起高校學(xué)者與一線老師對(duì)高中文學(xué)史教學(xué)設(shè)計(jì)的關(guān)注。全文內(nèi)容由引言和三部分正文組成。引言講述了本文的研究價(jià)值與意義、高中文學(xué)史教學(xué)設(shè)計(jì)的研究現(xiàn)狀、本文的研究內(nèi)容與方法以及創(chuàng)新和不足。正文分為三部分：第一部分主要是對(duì)高中歷史教材中的文學(xué)史具體內(nèi)容進(jìn)行概述,著重從人民版必修三中文學(xué)史內(nèi)容的課程要求與具體的內(nèi)容特點(diǎn)兩個(gè)方面進(jìn)行分析。第二部分介紹了具體研究方法的設(shè)計(jì)與實(shí)施,并依據(jù)調(diào)查問卷的數(shù)據(jù)對(duì)目前文學(xué)史教學(xué)設(shè)計(jì)存在的問題進(jìn)行了分析,發(fā)現(xiàn)主要存在教學(xué)目標(biāo)設(shè)計(jì)空洞模糊、教學(xué)內(nèi)容處理簡單,學(xué)科特點(diǎn)不明顯、教學(xué)策略呈現(xiàn)形式單一、教學(xué)評(píng)價(jià)主體缺失這些問題,而出現(xiàn)這些問題的內(nèi)在原因多是由于文學(xué)史教學(xué)設(shè)計(jì)理論薄弱與不成熟、教師對(duì)交叉學(xué)科內(nèi)容把握無力或者是學(xué)生學(xué)情差距。第三部分總結(jié)了文學(xué)史教學(xué)設(shè)計(jì)的四個(gè)重要原則(教學(xué)的目標(biāo)性、學(xué)生的主體性、過程的情境性以及評(píng)價(jià)的多樣性)并主要針對(duì)高中歷史教材中文學(xué)史教學(xué)設(shè)計(jì)提出三點(diǎn)策略：挖掘文學(xué)史的“歷史味兒”、教學(xué)內(nèi)容注重培養(yǎng)學(xué)生的歷史思維能力以及教學(xué)過程提倡問題情境的設(shè)計(jì),同時(shí)筆者就人民版必修三《中國古典文學(xué)的時(shí)代特色》進(jìn)行了具體的教學(xué)設(shè)計(jì)。
[Abstract]:Under the new curriculum reform, the concept of teaching materials, teachers and students in senior high school history teaching has changed greatly. High school historical and cultural history module has been attached importance, in which the status of literary history has also been promoted. However, under the influence of the thought of political history and economic history in the history education of middle school for a long time, there is no obvious improvement in the teaching of the history of history and literature in the practical classroom, and there are many aspects of the teaching design of the history of literature. For example, the design of teaching objective, the design of teaching content, the design of teaching strategy and the design of teaching evaluation all have many disadvantages, which can not reach the teaching goal of this aspect under the new curriculum reform. Based on the questionnaire survey and individual interview of 10 senior high school history teachers in Yancheng, this paper starts with the basic information of teachers, the teaching of history and literature history of teachers and the specific teaching design. This paper makes an investigation and analysis on the teaching design of literature history for history teachers in Yancheng, and probes into the present research situation and teaching strategies of the teaching design of literary history in senior high school after the new curriculum reform. In order to attract scholars and teachers in colleges and universities to pay attention to the teaching design of high school literature history. The full text is composed of the introduction and three parts of the text. The introduction describes the research value and significance of this paper, the present situation of the teaching design of literary history in senior high school, the research contents and methods, and the innovation and deficiency of this paper. The text is divided into three parts: the first part is to summarize the specific contents of the history of literature in senior high school history teaching materials, focusing on the curriculum requirements and specific content characteristics of the three compulsory subjects of the people's Edition. The second part introduces the design and implementation of the specific research methods, and analyzes the existing problems in the teaching design of literature history based on the data of the questionnaire. It is found that the main teaching objective design is empty and vague, and the teaching content is simple to deal with. The characteristics of the subject are not obvious, the form of teaching strategy is single, the main body of teaching evaluation is missing, and the internal reason of these problems is that the theory of teaching design of literary history is weak and immature. Teachers can not grasp the content of cross-discipline or students' learning gap. The third part summarizes the four important principles of the teaching design of literary history (the goal of teaching, the subjectivity of students. This paper puts forward three strategies for the teaching design of literary history in senior high school history textbooks: excavating the "historical taste" of literary history, The teaching contents focus on cultivating students' historical thinking ability and advocating the design of problem situations in the teaching process. At the same time, the author has carried out a specific teaching design on the three compulsory subjects of the people's Edition, the characteristics of the Times of Chinese Classical Literature.
【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

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本文編號(hào)：2056029