【摘要】：我國(guó)基礎(chǔ)教育改革已經(jīng)進(jìn)行了十多年,2014年我國(guó)首次提出“核心素養(yǎng)”的概念,并將學(xué)生核心素養(yǎng)的培養(yǎng)置于未來(lái)基礎(chǔ)教育改革之魂的地位。由此我們可以看出,新形勢(shì)下歷史教育已經(jīng)開始從知識(shí)本位到學(xué)生素養(yǎng)發(fā)展本位的轉(zhuǎn)型,更加關(guān)注發(fā)揮學(xué)生的主體性、能動(dòng)性與參與性,關(guān)注學(xué)生解決歷史實(shí)際問(wèn)題的能力,試圖激發(fā)學(xué)生學(xué)習(xí)歷史的興趣。但在實(shí)際教學(xué)中,一些教師仍然以知識(shí)的傳授為主,課程資源選擇單一,教學(xué)方法單一,造成學(xué)生對(duì)歷史課程不感興趣,何談歷史學(xué)科核心素養(yǎng)的培養(yǎng)。又或者一些教師已經(jīng)開展興趣教學(xué),但卻忽視對(duì)學(xué)生的引導(dǎo),沒(méi)有落實(shí)教學(xué)目標(biāo)。因此,當(dāng)前歷史教師要開始著眼于轉(zhuǎn)變教學(xué)方式,循循善誘的調(diào)動(dòng)學(xué)生的學(xué)習(xí)興趣,將興趣與順應(yīng)教學(xué)要求結(jié)合起來(lái)。幫助學(xué)生在不斷地學(xué)習(xí)中保持積極性,否則缺乏學(xué)習(xí)興趣的學(xué)生,上課只能是被動(dòng)的學(xué)習(xí),枯燥的感受教師的整個(gè)教學(xué)過(guò)程。本文以新的課程改革為契機(jī),立足于核心素養(yǎng)提出的新形勢(shì)下,探討中學(xué)歷史興趣教學(xué)現(xiàn)狀及優(yōu)化策略。通過(guò)在河南鄭州四中、安陽(yáng)一中、原陽(yáng)縣高級(jí)實(shí)驗(yàn)中學(xué),發(fā)放調(diào)查問(wèn)卷,發(fā)現(xiàn)和歸納當(dāng)前中學(xué)歷史興趣教學(xué)現(xiàn)狀。并結(jié)合平時(shí)實(shí)習(xí)的觀察總結(jié)當(dāng)前中學(xué)興趣教學(xué)實(shí)施過(guò)程中的一些問(wèn)題,提出優(yōu)化的策略:一是對(duì)當(dāng)前歷史教材的整合和設(shè)計(jì),加強(qiáng)教材故事性,條理性;二是采用靈活多變的教學(xué)方法,運(yùn)用生動(dòng)有趣的導(dǎo)入來(lái)吸引學(xué)生的注意力,開發(fā)歷史實(shí)物史料、運(yùn)用并挖掘鄉(xiāng)土教材;三是充分利用教學(xué)過(guò)程中的情感因素,激發(fā)學(xué)生的學(xué)習(xí)熱情。深入研究和探討如何提升教師專業(yè)素養(yǎng),培養(yǎng)學(xué)生學(xué)習(xí)歷史興趣,將興趣教學(xué)的方法引入到歷史課堂,用“核心素養(yǎng)”去指導(dǎo)中學(xué)興趣教學(xué)已經(jīng)是大勢(shì)所趨。在激發(fā)學(xué)生興趣的同時(shí),還要注意將學(xué)生不斷增長(zhǎng)的好奇心、積極的情感與知識(shí)進(jìn)行不斷循環(huán),鞏固持久的興趣。興趣教學(xué)的優(yōu)化策略研究對(duì)當(dāng)前中學(xué)新教師或是老教師都具有一定的現(xiàn)實(shí)意義。興趣教學(xué)是一個(gè)永不過(guò)時(shí)的話題,設(shè)法激發(fā)、培養(yǎng)、維持學(xué)生的學(xué)習(xí)興趣是每一位教學(xué)工作者都值得努力的方向。
[Abstract]:The reform of basic education in China has been carried out for more than ten years. In 2014, the concept of "core literacy" was first put forward in China, and the cultivation of students' core literacy was placed in the position of the soul of the future reform of basic education. From this, we can see that under the new situation, history education has begun to transform from knowledge standard to student literacy development standard, paying more attention to giving play to students' subjectivity, initiative and participation, and paying attention to students' ability to solve historical practical problems. Try to arouse students' interest in learning history. However, in practical teaching, some teachers still focus on the transfer of knowledge, the choice of curriculum resources is single, the teaching method is single, resulting in students not interested in the history curriculum, how to talk about the cultivation of the core literacy of history discipline. Or some teachers have been interested in teaching, but ignored the guidance to students, did not implement the teaching objectives. Therefore, the current history teachers should focus on the change of teaching methods, arouse the students' interest in learning, combine the interest and comply with the teaching requirements. To help students keep their enthusiasm in continuous learning, otherwise the students who lack interest in learning can only learn passively in class and experience the whole teaching process of the teacher. This article takes the new curriculum reform as the opportunity, bases on the new situation that the core accomplishment puts forward, probes into the present situation and the optimization strategy of the history interest teaching in the middle school. In Henan Zhengzhou No. 4 Middle School, Anyang No. 1 Middle School, Yuanyang County Advanced Experimental Middle School, a questionnaire was issued to find and sum up the current situation of history interest teaching in middle schools. Combined with the observation of ordinary practice, this paper summarizes some problems in the implementation of the current middle school interest teaching, and puts forward some optimization strategies: first, the integration and design of the current history teaching materials, the strengthening of the story of the teaching materials, the organization of the teaching materials; The second is to use flexible teaching methods, using vivid and interesting introduction to attract students' attention, to develop historical material, and to use and excavate local teaching materials; The third is to make full use of the emotional factors in the teaching process to stimulate students' enthusiasm for learning. It is an inevitable trend to study and discuss how to improve teachers' professional literacy, cultivate students' interest in learning history, introduce the method of interest teaching into history class, and use "core literacy" to guide middle school interest teaching. While arousing students' interest, we should pay attention to constantly circulating students' growing curiosity, positive feelings and knowledge, and consolidating lasting interests. The research on the optimization strategy of interest teaching is of practical significance to both the new teachers and the old teachers in middle schools. Interest teaching is a topic that is never out of date. It is a worthy direction for every teaching worker to try to stimulate, cultivate and maintain students' interest in learning.
【學(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.51

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