【摘要】：奧蘇貝爾提出的先行組織者策略是建立在有意義接受學習基礎(chǔ)上的一種有效的、適合中國國情的教學方法,它基于學生認知結(jié)構(gòu),為新舊知識之間架構(gòu)“橋梁”。它的合理應用不僅能便于新知識的習得,也有利于己有認知結(jié)構(gòu)中舊知識的完善與深化。自上世紀奧蘇貝爾提出先行組織者策略以來,受到了全世界教育學者關(guān)注。經(jīng)過其本人及后來研究者的發(fā)展,先行組織者策略的理論已經(jīng)由教育學原理的宏觀層面深入到各類具體學科教學的微觀領(lǐng)域。對其應用也由基礎(chǔ)教育范圍擴展到高等教育層次。前人對先行組織者策略的研究主要集中于物理、化學、數(shù)學等邏輯性比較強的學科課程方面,歷史作為一門擔負培養(yǎng)學生健全人格和正確三觀的一門基礎(chǔ)學科,如何使中學歷史課堂教學效果更為行之有效,是值得廣大歷史教育學者關(guān)注的。先行組織者策略在很多學科中的有效性得到了大量的驗證證明,那先行組織者策略是否能在中學歷史課堂上發(fā)揮比較大的作用?特別是如何讓廣大一線教育工作者有效應用到課堂教學中去,這是值得研究探討的。希望本文的研究能對我國的基礎(chǔ)教育發(fā)展起到一定的推動作用。本文主要基于奧蘇貝爾所提出的先行組織者策略理論上,合理應用其本人及后來研究者發(fā)展的各項理論,將先行組織者策略應用到目前中學歷史教學實踐中去,初步探究出先行組織者策略應用于中學歷史教學的設計和應用流程。通過對具體教學實踐的實驗檢測以及問卷調(diào)查結(jié)果來分析先行組織者策略對中學歷史教學的效果,為廣大從事中學歷史教育的工作者提供一點借鑒,以便于歷史教師設計出更適合學生認知結(jié)構(gòu)的教學內(nèi)容；也有助于提高學生的歷史成績,培養(yǎng)學生的歷史思維以及知識的遷移能力。對我國基礎(chǔ)教育的發(fā)展能起到一點幫助。
[Abstract]:Ausubel's strategy of leading the organizer is an effective and suitable teaching method based on meaningful acceptance of learning. It is based on students' cognitive structure and serves as a "bridge" between new and old knowledge. Its rational application not only facilitates the acquisition of new knowledge, but also helps to perfect and deepen the old knowledge in the cognitive structure. Since Ausubel put forward the strategy of leading the organizer in the last century, it has attracted the attention of educators all over the world. Through the development of the author and the later researchers, the theory of the strategy of leading the organizer has been developed from the macro level of pedagogy to the micro field of teaching of various specific subjects. Its application also extends from the basic education scope to the higher education level. The previous researches on the strategy of leading organizer mainly focused on the courses of physics, chemistry, mathematics and so on. History, as a basic subject, is responsible for cultivating students' sound personality and correct three views. How to make middle school history classroom teaching more effective is worthy of our attention. The effectiveness of the forerunner strategy in many disciplines has been proved by a large number of tests. Can the advance organizer strategy play a more important role in the history classroom of middle school? Especially, it is worth studying and discussing how to effectively apply it to classroom teaching. I hope the research in this paper can promote the development of basic education in China. Based on Ausubel's theory of advance organizer strategy, this paper applies the theory developed by himself and later researchers to the practice of history teaching in middle school. This paper probes into the design and application flow of the strategy of leading organizer applied in history teaching in middle school. Through the experimental examination of specific teaching practice and the result of questionnaire survey, this paper analyzes the effect of the strategy of advance organizer on history teaching in middle school, and provides some references for the vast number of workers engaged in history education in middle school. In order to facilitate history teachers to design more suitable for students' cognitive structure of the teaching content; It also helps to improve students' historical achievement and cultivate students' ability of historical thinking and knowledge transfer. The development of basic education in China can play a little help.
【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

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