高中歷史單元教學設計研究
發(fā)布時間：2018-09-12 13:35
【摘要】：新課改以來,高中歷史課程體系已突破以往課程內容的編排,采用“模塊+專題”的編排體例,呈現(xiàn)的內容是“貫通古今,中外關聯(lián)”。高中歷史每個單元呈現(xiàn)的內容主題一致,一個單元中各課知識之間有著內在聯(lián)系。但是,從整體上來說,目前高中課程內容設置為政治、經濟、文化這三個模塊,相對割裂了這三者之間的聯(lián)系,這便會與中學生在初中所形成的歷史“通史”這一認知存在沖突,影響學生對歷史知識的理解。教學設計是高中歷史教師進行教學時必不可少的環(huán)節(jié),但是大多數(shù)老師關注的一般都是課時教學設計,而往往忽略單元教學設計的重要性。單元教學設計不僅一定程度上體現(xiàn)教師專業(yè)素養(yǎng),也是高中歷史專題教材編寫意義的重要體現(xiàn)。單元教學設計的有效實施有利于教師專業(yè)素養(yǎng)的提高和體現(xiàn)新課改為了學生全面發(fā)展的這一理念,具有一定的教育教學價值。筆者基于研究現(xiàn)狀的梳理,就高中歷史單元教學設計的現(xiàn)狀設計調查問卷。對江蘇五所學校的一些高中歷史教師進行問卷調查。主要是從三個維度進行調查,分別是高中歷史教師進行單元教學設計的基本情況,二是高中歷史教師進行單元教學設計的課堂教學層面,三是從歷史教科書的角度了解單元教學設計的實施情況。呈現(xiàn)出了調查的基本情況,對于教齡與單元教學設計的關系也作了相關性差異分析,發(fā)現(xiàn)教齡與單元教學設計的使用之間有一定的聯(lián)系。筆者通過調查發(fā)現(xiàn)目前高中歷史單元教學設計存在著具體實施困難、形式比較單一等問題。并且從客觀方面如社會層面、教科書層面、學生認知等層面,主觀方面從教師層面進行了產生一些問題的原因分析。針對調查所呈現(xiàn)出的具體實施困難、形式比較單一等問題,提出了三個方面的解決策略。在教科書方面闡述教科書與教師進行教學設計的關系,提出編寫教科書要突出主線,呈現(xiàn)專題性,符合三序融合;在教師方面主要就教師的知識素養(yǎng)和教學技能提出了一些建議。最后在教學設計策略方面在教學目標、學情分析、教材分析、整合教學方式、設置多元評價方面提出了具有實踐意義的建議。
[Abstract]:Since the new curriculum reform, the history curriculum system of senior high school has broken through the arrangement of the former curriculum content and adopted the method of "special topic of module". The content presented is "connecting the ancient and the modern, the Chinese and the foreign". Each unit of high school history presents the same theme, and the knowledge of each class in one unit is interlinked. However, on the whole, the current curriculum content of senior high schools is set up as three modules: politics, economy and culture, which are relatively seperated between these three modules. This will conflict with the cognition of history "general history" formed by middle school students, which will affect students' understanding of historical knowledge. Teaching design is an indispensable link in the teaching of history teachers in senior high school, but most teachers pay attention to the teaching design of class hours, and often ignore the importance of unit teaching design. Unit teaching design not only reflects teachers' professional quality to some extent, but also embodies the significance of compiling textbooks on history topics in senior high schools. The effective implementation of unit teaching design is beneficial to the improvement of teachers' professional quality and reflects the idea that the new course has been changed into a comprehensive development of students, which has certain educational and teaching value. Based on the current situation of the research, the author designs a questionnaire on the current situation of the teaching design of historical units in senior high school. A questionnaire survey was conducted on some senior high school history teachers in five schools in Jiangsu province. Mainly from the three dimensions of the investigation, respectively, is the basic situation of senior high school history teachers carrying out unit teaching design, and the second is the classroom teaching level of senior high school history teachers' unit teaching design. Third, from the perspective of history textbooks to understand the implementation of unit teaching design. This paper presents the basic situation of the investigation and analyzes the relationship between teaching age and unit teaching design. It is found that there is a certain relationship between teaching age and the use of unit teaching design. Through the investigation, the author finds that there are some problems in the teaching design of historical unit in senior high school. And from the objective aspects such as social level, textbook level, student cognition and so on, subjective aspects from the teacher level to produce some problems cause analysis. Aiming at the problems of the concrete implementation difficulty and the relatively single form, this paper puts forward three solutions. In terms of textbooks, this paper expounds the relationship between textbooks and teachers' teaching design, and puts forward that the compilation of textbooks should highlight the main line, present a special theme and conform to the integration of three orders; Some suggestions on teachers' knowledge literacy and teaching skills are put forward. Finally, some practical suggestions are put forward in teaching design strategy, such as teaching goal, learning situation analysis, teaching material analysis, integrating teaching method and setting up multiple evaluation.
【學位授予單位】：揚州大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.51
本文編號：2239160
[Abstract]:Since the new curriculum reform, the history curriculum system of senior high school has broken through the arrangement of the former curriculum content and adopted the method of "special topic of module". The content presented is "connecting the ancient and the modern, the Chinese and the foreign". Each unit of high school history presents the same theme, and the knowledge of each class in one unit is interlinked. However, on the whole, the current curriculum content of senior high schools is set up as three modules: politics, economy and culture, which are relatively seperated between these three modules. This will conflict with the cognition of history "general history" formed by middle school students, which will affect students' understanding of historical knowledge. Teaching design is an indispensable link in the teaching of history teachers in senior high school, but most teachers pay attention to the teaching design of class hours, and often ignore the importance of unit teaching design. Unit teaching design not only reflects teachers' professional quality to some extent, but also embodies the significance of compiling textbooks on history topics in senior high schools. The effective implementation of unit teaching design is beneficial to the improvement of teachers' professional quality and reflects the idea that the new course has been changed into a comprehensive development of students, which has certain educational and teaching value. Based on the current situation of the research, the author designs a questionnaire on the current situation of the teaching design of historical units in senior high school. A questionnaire survey was conducted on some senior high school history teachers in five schools in Jiangsu province. Mainly from the three dimensions of the investigation, respectively, is the basic situation of senior high school history teachers carrying out unit teaching design, and the second is the classroom teaching level of senior high school history teachers' unit teaching design. Third, from the perspective of history textbooks to understand the implementation of unit teaching design. This paper presents the basic situation of the investigation and analyzes the relationship between teaching age and unit teaching design. It is found that there is a certain relationship between teaching age and the use of unit teaching design. Through the investigation, the author finds that there are some problems in the teaching design of historical unit in senior high school. And from the objective aspects such as social level, textbook level, student cognition and so on, subjective aspects from the teacher level to produce some problems cause analysis. Aiming at the problems of the concrete implementation difficulty and the relatively single form, this paper puts forward three solutions. In terms of textbooks, this paper expounds the relationship between textbooks and teachers' teaching design, and puts forward that the compilation of textbooks should highlight the main line, present a special theme and conform to the integration of three orders; Some suggestions on teachers' knowledge literacy and teaching skills are put forward. Finally, some practical suggestions are put forward in teaching design strategy, such as teaching goal, learning situation analysis, teaching material analysis, integrating teaching method and setting up multiple evaluation.
【學位授予單位】：揚州大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.51
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