本文選題：網(wǎng)絡歷史資源 + 中學歷史教學��； 參考：《云南師范大學》2015年碩士論文

【摘要】：中國歷史課程作為中學一門基礎課程,對于學生的全面成長具有十分重要的作用。而學生在歷史課程的學習方面興趣不夠濃厚,學習效果不理想。網(wǎng)絡時代的到來,各種信息技術和網(wǎng)絡設備也被越來越廣泛的運用于當前的教育教學實踐,但是,由于各種原因的存在導致網(wǎng)絡歷史資源的運用存在著很多的局限性,影響了網(wǎng)絡資源的實際運用效果,沒有發(fā)揮出網(wǎng)絡資源的直觀形象、豐富便捷的優(yōu)勢。很多歷史老師也在積極探索提高教學質量的有效方法,進行網(wǎng)絡資源的有效開發(fā)與利用是網(wǎng)絡時代素質教育的必然要求,對于提高中學歷史的教學效果具有不可估量的重要影響,因此,探索網(wǎng)絡歷史資源在中學歷史教學中運用有效措施和策略是一項非常有意義的課題。本文在理論分析的基礎上,通過現(xiàn)狀調查的方法,對于網(wǎng)絡歷史資源在中學歷史教學中的局限性進行了研究,具體的研究結論如下:首先,對于網(wǎng)絡歷史資源在中學歷史教學中的應用現(xiàn)狀進行了全面的調查,發(fā)現(xiàn)當前網(wǎng)絡歷史資源的應用現(xiàn)狀中存在的主要問題有:不夠重視網(wǎng)絡歷史資源的運用;運用網(wǎng)絡歷史資源的方法簡單;網(wǎng)絡歷史資源課外運用比較少等。其次,通過對于網(wǎng)絡歷史資源在中學歷史教學中的應用現(xiàn)狀的調查結果的分析,總結概括當前網(wǎng)絡歷史資源在中學歷史教學實踐中應用的局限性主要體現(xiàn)在以下幾個方面:網(wǎng)絡歷史資源的傳奇性、神秘性造成內容失真;學生對于網(wǎng)絡歷史資源的駕馭能力比較薄弱;網(wǎng)絡終端的便攜造成學生接觸不實的網(wǎng)絡資源;教師運用網(wǎng)絡歷史資源的方法措施比較簡單;學校用來展示網(wǎng)絡歷史資源的設施陳舊落伍;移動網(wǎng)絡的運用導致學生主體性的體現(xiàn)不足等。最后,筆者在相關理論的指導下,結合自身的中學歷史教學實踐,針對當前網(wǎng)絡歷史資源在中學歷史教學中應用的局限性,提出了一系列對策主要有:加大宣傳力度,促使教師重視網(wǎng)絡資源的運用;重視培養(yǎng)學習,提升教師運用網(wǎng)絡資源的技能;建立網(wǎng)絡資源庫,凈化網(wǎng)絡歷史資源的運用環(huán)境;改善辦學條件,為教師運用網(wǎng)絡資源提供便利;通過自主探究,培養(yǎng)學生運用網(wǎng)絡資源的習慣;加強訓練指導,教會學生掌握運用網(wǎng)絡資源的方法等。
[Abstract]:As a basic course in middle school, Chinese history curriculum plays a very important role in the overall growth of students. But the student is not strong enough in the history course study aspect interest, the study effect is not ideal. With the advent of the network era, various information technology and network equipment are more and more widely used in the current education and teaching practice. However, due to the existence of various reasons, there are many limitations in the use of network historical resources. It affects the actual application effect of network resources, does not display the visual image of network resources, and enriches the advantages of convenience. Many history teachers are also actively exploring effective methods to improve the teaching quality. The effective development and utilization of network resources is the inevitable requirement of quality education in the network age. In order to improve the teaching effect of middle school history, it is of great significance to explore the effective measures and strategies of using network historical resources in middle school history teaching. On the basis of theoretical analysis, this paper studies the limitations of network historical resources in middle school history teaching through the method of current situation investigation. The specific research conclusions are as follows: first, This paper makes a comprehensive investigation on the application of network historical resources in middle school history teaching, and finds out that the main problems existing in the current application of network historical resources are: not paying enough attention to the use of network historical resources; The method of using network historical resources is simple, and the extracurricular application of network historical resources is less. Secondly, through the analysis of the current situation of the application of network historical resources in history teaching in middle school, This paper summarizes the limitations of the application of network historical resources in history teaching in middle schools in the following aspects: the legendary nature of network historical resources, mystery causes the distortion of content; The students' ability to control the network history resources is relatively weak, the portability of the network terminal causes the students to come into contact with the unreal network resources, the methods and measures for teachers to use the network historical resources are relatively simple; The facilities used by schools to show the historical resources of the network are outdated, and the use of mobile networks leads to insufficient embodiment of students' subjectivity. Finally, under the guidance of relevant theories, combined with my own practice of history teaching in middle school, aiming at the limitations of the application of network historical resources in history teaching in middle school, the author puts forward a series of countermeasures: strengthen propaganda, To urge teachers to attach importance to the use of network resources, to attach importance to training learning, to enhance teachers' skills in using network resources, to establish a network resource bank, to purify the environment for the use of network historical resources, to improve the conditions for running schools, To provide convenience for teachers to use network resources; to cultivate students' habit of using network resources through self-inquiry; to strengthen training and guidance; to teach students how to use network resources; and so on.
【學位授予單位】：云南師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.51

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本文編號：1783714