本文選題：情境教學(xué)法 + 情感教育�。� 參考：《華中師范大學(xué)》2015年碩士論文

【摘要】：進(jìn)入新世紀(jì)以來,隨著中國經(jīng)濟(jì)的飛速發(fā)展,中國的教育事業(yè)也取得了重大進(jìn)步,其中新課程改革尤為明顯。自2004年9月開始,我國部分省份率先進(jìn)行新課程及新高考改革方案的改革,其中心點或特點就是新課程、新理念、新高考。筆者作為一名高中歷史教師,自2010年從教以來,在日常教學(xué)中感受到這股教改風(fēng)潮給歷史教學(xué)帶來的諸多新氣象。在諸多的教學(xué)方法中,筆者較為青睞也經(jīng)常用到的一種教學(xué)方法是情境教學(xué)法。情境教學(xué)法是指在教學(xué)過程中,教師有目的地引入或創(chuàng)設(shè)具有一定情緒色彩的、以形象為主體的生動具體的場景,以引起學(xué)生一定的態(tài)度體驗,從而幫助學(xué)生理解教材,并使學(xué)生的心理機(jī)能得到發(fā)展的教學(xué)方法。而情境教學(xué)法的核心恰恰就在于激發(fā)學(xué)生的情感。情境教學(xué)法與情感教育無論從理論還是實踐上來說都有著密不可分的聯(lián)系,二者相輔相成,互為促進(jìn),缺一不可。因此,以情境教學(xué)法促進(jìn)情感教育是切實可行的,這種教學(xué)方式既能激發(fā)學(xué)生的歷史學(xué)習(xí)興趣,提高學(xué)生的自主學(xué)習(xí)能力與學(xué)習(xí)效率,更能培養(yǎng)塑造學(xué)生正確的歷史觀和情感態(tài)度價值觀。本論文共分為五個部分,前言部分主要闡明選擇“情境教學(xué)法促進(jìn)情感教育實施”這一研究方向的緣由、研究現(xiàn)狀及相關(guān)概念的解讀,分析這一課題的理論內(nèi)涵。第一部分,結(jié)合教育學(xué)、心理學(xué)理論對“情境教學(xué)法促進(jìn)情感教育實施”進(jìn)行理論性說明以及論證這一教學(xué)方式的必要性及可行性。第二部分,對當(dāng)前高中歷史教學(xué)情境教學(xué)法促進(jìn)情感教育實施現(xiàn)狀的一些梳理和綜述。第三部分,通過筆者近幾年的教學(xué)實踐,發(fā)現(xiàn)在具體的教學(xué)實踐中,情境教學(xué)法以及情感教育的缺失與誤區(qū)。第四部分,結(jié)合高中歷史教學(xué)實踐,并結(jié)合具體案例分析,情境教學(xué)法促進(jìn)情感教育實施的多樣化創(chuàng)設(shè)方法及其中新型的師生關(guān)系與生生關(guān)系。結(jié)語,總結(jié)本次研究的內(nèi)容,反思存在的不足之處,并對今后在教學(xué)實踐中繼續(xù)以情境教學(xué)法促進(jìn)情感教育的實施進(jìn)行了展望。
[Abstract]:Since entering the new century, with the rapid development of China's economy, China's education has also made great progress, among which the new curriculum reform is particularly obvious. Since September 2004, some provinces of our country have taken the lead in the reform of the new curriculum and the new college entrance examination reform plan, whose central point or characteristic is the new curriculum, the new idea, the new college entrance examination. As a senior high school history teacher, since 2010, the author has felt a lot of new atmosphere in the daily teaching of history teaching brought by the tide of teaching reform. Among many teaching methods, one of the most popular teaching methods is situational teaching method. Situational teaching method refers to the introduction or creation of vivid and concrete scenes with certain emotional color and image as the main body in the teaching process, so as to arouse students' attitude experience and help students understand the teaching material. And the teaching method that makes the student's psychological function obtain the development. The core of situational teaching method is to stimulate students' emotion. Situational teaching method and emotional education are closely related in theory and practice. They complement each other and promote each other. Therefore, it is feasible to promote emotional education by situational teaching method. This teaching method can not only stimulate students' interest in learning history, but also improve students' autonomous learning ability and learning efficiency. It can also cultivate students' correct view of history and emotional attitude and values. This thesis is divided into five parts. The preface mainly expounds the reason of choosing the research direction of "situational teaching method to promote the implementation of emotional education", the current research situation and the interpretation of related concepts, and analyzes the theoretical connotation of this subject. In the first part, combining with pedagogy and psychology theory, the author explains the theory of "situational teaching method to promote the implementation of emotional education" and proves the necessity and feasibility of this teaching method. In the second part, the author summarizes the current situation of situational teaching in history teaching in senior high school to promote the implementation of emotional education. The third part, through the author's teaching practice in recent years, found that in the specific teaching practice, situational teaching method and emotional education lack and misunderstanding. The fourth part, combined with the history teaching practice in senior high school and the concrete case analysis, the situational teaching method promotes the diversified creation method of affective education and its new teacher-student relationship and student-student relationship. In conclusion, the author summarizes the contents of this study, reflects on the shortcomings, and looks forward to the implementation of situational teaching method to promote emotional education in teaching practice in the future.
【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：2093892