本文選題：虛擬情境　切入點：歷史教學(xué)　出處：《華中師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：虛擬情境,既是歷史認(rèn)知傳播的重要載體,也是歷史教育教學(xué)的重要媒介,并不斷沖擊著歷史教學(xué)界的視域。首先在于其形式新穎,貼近學(xué)生認(rèn)知,讓學(xué)生能自覺自愿獲取歷史的奧妙；其次在于它能保持學(xué)生注意力,激活課堂氛圍,提高教學(xué)有效性,讓學(xué)生能在獲取虛擬情境多元的情節(jié)過程中,自主探究、體驗歷史史料后面隱含的三維目標(biāo),獲得人文素養(yǎng)的提高。雖然虛擬情境作為一種新興的歷史課堂教學(xué)載體,在新課改深化過程中受到了一些質(zhì)疑,但是它也在歷史課堂教學(xué)的考驗中創(chuàng)造了特有的魅力。誠然,并不是一切虛擬性歷史情境都符合歷史課堂教學(xué)。因此,首先需要教師在不同類別的虛擬情境中甄別、精選具有典型、真實、啟發(fā)性強(qiáng)的篇目進(jìn)行教學(xué)；其次,需要教師學(xué)會規(guī)避現(xiàn)存應(yīng)用虛擬情境進(jìn)行歷史教學(xué)時存在的問題,并掌握相應(yīng)的解決技能,才能發(fā)揮虛擬情境在歷史課堂中應(yīng)有的功效,才能吸引、保持學(xué)生的注意,引導(dǎo)學(xué)生自主學(xué)習(xí),實現(xiàn)高效歷史課堂。本研究主要從虛擬情境走進(jìn)高中歷史課堂的必要性、典型案例的呈現(xiàn)與分析、現(xiàn)存問題及解決之道三方面展開分析：總結(jié)分享虛擬情境進(jìn)入高中歷史教學(xué)在吸引學(xué)生興趣、激活課堂、實現(xiàn)三維目標(biāo)等方面的意義；嘗試在實際案例中分析指出虛擬情境在歷史教學(xué)中存在的問題；在此基礎(chǔ)上結(jié)合實例及實踐經(jīng)驗提出建構(gòu)適合中學(xué)歷史課堂的“虛擬情境”的技巧及提出解決目前中學(xué)歷史課堂中“虛擬情境”存在問題的措施,并在探討如何在中學(xué)合理應(yīng)用“虛擬情”進(jìn)行歷史教學(xué)方面做出努力或提出建議。冀圖從一個側(cè)面反映當(dāng)前學(xué)者對“虛擬情境”走進(jìn)高中歷史教學(xué)的認(rèn)識與走向。
[Abstract]:Virtual situation is not only an important carrier of historical cognition communication, but also an important medium of history education and teaching. The second is that it can keep students' attention, activate classroom atmosphere, improve teaching effectiveness, and enable students to explore independently in the process of acquiring multiple plots of virtual situation. Experience the three dimensional goal behind the historical data, obtain the enhancement of the humanities accomplishment. Although the virtual situation, as a kind of new historical classroom teaching carrier, has been questioned in the deepening process of the new curriculum reform, But it also creates a special charm in the test of history classroom teaching. Admittedly, not all fictitious historical situations are in line with history classroom teaching. Therefore, it is necessary for teachers to identify different types of virtual situations first. It is necessary for teachers to learn to avoid the existing problems existing in the application of virtual situation in history teaching, and to master the corresponding solving skills. In order to play the role of virtual situation in history classroom, to attract and keep students' attention, to guide students to learn independently, and to realize high efficiency history classroom, this study is mainly about the necessity of virtual situation entering history classroom in senior high school. The presentation and analysis of typical cases, existing problems and solutions are analyzed: the significance of sharing virtual situation into history teaching in high school in attracting students' interest, activating classroom and realizing three-dimensional goals; This paper tries to point out the problems of virtual situation in history teaching by analyzing the actual cases. On the basis of this, the author puts forward the skills of constructing "virtual situation" suitable for middle school history classroom and puts forward some measures to solve the problem of "virtual situation" in history classroom of middle school. The author also discusses how to use "virtual situation" in history teaching in middle school reasonably and puts forward some suggestions, which reflects the understanding and trend of current scholars on "virtual situation" in history teaching in senior high school.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.51

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本文編號：1607901