【摘要】：隨著互聯(lián)網(wǎng)和無線網(wǎng)絡(luò)的普及,在此基礎(chǔ)上形成的包括手機媒體、移動媒體、自媒體等在內(nèi)的可以互動的媒體,有別于傳統(tǒng)媒體,因此被稱為新媒體。新媒體在形式上引發(fā)人們的好奇心,在技術(shù)上促使各類信息得以順暢地傳播,更為關(guān)鍵的是在理念上符合受眾的需求、符合時代發(fā)展的潮流。自《國家基礎(chǔ)教育課程改革綱要(試行)》要求促進信息技術(shù)與學(xué)科課程的整合以來,教學(xué)模式、教學(xué)方法甚至教學(xué)內(nèi)容都隨著信息技術(shù)的發(fā)展而改變著,尤其是新媒體平臺的盛行,教師備課渠道的增多,學(xué)生學(xué)習(xí)歷史知識平臺的便捷,都對當(dāng)前歷史課程的教學(xué)產(chǎn)生了深遠的影響,因此,新媒體與課程教學(xué)的結(jié)合也成為當(dāng)前研究的一個熱點。作為教師,我們理應(yīng)探索新媒體應(yīng)用于歷史教學(xué)的有效途徑和合理對策,理應(yīng)以與時俱進的眼光看待新媒體技術(shù)及其平臺的魅力和光芒。本文以當(dāng)前高中歷史教學(xué)使用新媒體的現(xiàn)狀為切入點,在分析新媒體的特點、新媒體時代歷史信息傳播的特點、當(dāng)前新媒體應(yīng)用于高中歷史教學(xué)存在問題等的基礎(chǔ)上,給出切實可行的對策、具體形式、注意事項、使用原則等,本文除緒論外,主要由三部分構(gòu)成:第一部分,對新媒體進行系統(tǒng)的概述,在對新媒體進行概念界定后,分析新媒體時代信息傳播的特點,繼而就本學(xué)科的相關(guān)信息在新媒體時代傳播的特點進行概述,在上述理論的基礎(chǔ)上分析新媒體應(yīng)用于歷史學(xué)科的優(yōu)勢,為新媒體和本學(xué)科的結(jié)合提供理論上的支撐。第二部分,對新媒體應(yīng)用于高中歷史教學(xué)的現(xiàn)狀進行了解,方式為對多所高中的文科班學(xué)生進行問卷調(diào)查,對所調(diào)查班級的歷史任課教師進行訪談,問卷共包括20個問題,涉及四個維度,包括學(xué)生關(guān)于新媒體看法的調(diào)查、學(xué)生學(xué)習(xí)方式的調(diào)查、學(xué)生運用新媒體的程度調(diào)查以及對新媒體應(yīng)用于高中歷史教學(xué)實踐的調(diào)查。訪談提綱設(shè)有六個問題,主要圍繞四個維度,即:學(xué)校新媒體設(shè)備普及及使用情況、高中歷史教師對新媒體的使用情況、高中歷史教師認為新媒體應(yīng)用于歷史教學(xué)面臨的挑戰(zhàn)、高中歷史教師對新媒體應(yīng)用于歷史教學(xué)的建議。第三部分,基于前兩部分的闡述,對新媒體應(yīng)用于高中歷史教學(xué)進行對策分析,主要包括對基于調(diào)查和訪談所呈現(xiàn)的問題進行闡述,對新媒體應(yīng)用于高中歷史教學(xué)的具體形式進行詳盡的闡述,繼而給出具體的措施。在給出具體案例的基礎(chǔ)上分析新媒體應(yīng)用于歷史教學(xué)的注意事項和實施原則。
[Abstract]:With the popularity of the Internet and the wireless network, the interactive media, including the mobile media, the mobile media, and the media, are different from the traditional media. Therefore, the new media is called the new media. The new media has caused the curiosity of the people in form, and it is more critical to promote the smooth propagation of various kinds of information in technology. It is in line with the needs of the audience and the trend of the development of the times. Since the national basic education curriculum reform program (Trial Implementation) requires the integration of information technology and subject courses, teaching mode, teaching methods and even teaching content have changed with the development of information technology, especially the prevalence of new media platforms, teachers' preparation The increase of the course channel and the convenience of the students to learn the history knowledge platform have a profound influence on the teaching of the current history course. Therefore, the combination of the new media and the course teaching has also become a hot spot of current research. As a teacher, we should explore the effective ways and reasonable countermeasures of the new media application to history teaching. On the basis of the analysis of the characteristics of the new media, the characteristics of the dissemination of the historical information in the new media era and the existing problems in the application of new media to the teaching of high school history, this article gives a practical and practical point of view, based on the current situation of the new media in high school history teaching. In addition to the introduction, this article mainly consists of three parts: the first part, a systematic overview of the new media, the definition of the new media, the analysis of the characteristics of the information dissemination in the new media era, and then the characteristics of the related information in the new media era. On the basis of the above theory, this paper analyzes the advantages of new media applied to the history of history, and provides theoretical support for the combination of new media and this subject. The second part is to understand the current situation of the application of new media in high school history teaching, through a questionnaire survey on the students of liberal arts classes in many high schools and the history of the class. There are 20 questions, including four dimensions, including the investigation of students' views on new media, the investigation of students' learning methods, the investigation of students' use of new media and the investigation of the application of new media to the practice of high school history teaching. There are six questions in the interview outline, mainly around four dimensions, that is: The situation of the popularization and use of new media equipment in school, the use of high school history teachers to new media, the challenges that senior high school history teachers think of the application of new media to history teaching, and the suggestions for the application of new media to history teaching by high school history teachers. The third part, based on the first two parts, applies the new media to the high school history teaching. The analysis of the countermeasures mainly includes the exposition of the problems based on the investigation and interview, the detailed description of the specific forms of new media used in high school history teaching, and then the concrete measures. On the basis of giving specific cases, the paper analyzes the matters needing attention and implementation principles of the application of new media to history teaching.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.51;G434

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