發(fā)布時(shí)間：2018-10-20 08:18

【摘要】：隨著新課標(biāo)的頒布與貫徹落實(shí),中學(xué)歷史教學(xué)迎來(lái)了一個(gè)發(fā)展的新起點(diǎn),但是就中學(xué)歷史課堂教學(xué)的現(xiàn)狀來(lái)說(shuō),卻并不理想。我們都知道,教育教學(xué)工作得以開(kāi)展實(shí)施的中心環(huán)節(jié)在于課堂教學(xué)。因此,要達(dá)到提高歷史教育教學(xué)質(zhì)量的效果,就必須要提高課堂的教學(xué)質(zhì)量。如何把課堂教學(xué)組織好,成為高質(zhì)量的課堂教學(xué),是中學(xué)歷史教學(xué)得以開(kāi)展的關(guān)鍵。歷史課堂教學(xué)中怎樣用“口述歷史”的方法使學(xué)生親近歷史,參與到歷史教學(xué)實(shí)踐中,這是每個(gè)中學(xué)歷史教師應(yīng)該學(xué)習(xí)掌握的一門技能。中學(xué)歷史教學(xué)界的前輩朱能認(rèn)為,在高中歷史教學(xué)中呈現(xiàn)多面的歷史,創(chuàng)造一個(gè)讓學(xué)生親近歷史、感悟歷史的新時(shí)空,這是當(dāng)務(wù)之急。歷史探究性學(xué)習(xí),是指在歷史教學(xué)的過(guò)程中,根據(jù)教材內(nèi)容,教師進(jìn)行組織和引導(dǎo)讓學(xué)生收集歷史資料并運(yùn)用歷史資料,去分析問(wèn)題,作出合乎邏輯的解釋,類似歷史學(xué)家研究歷史的方法。歷史課堂中運(yùn)用探究性學(xué)習(xí)的方式,不僅使得教師的教學(xué)理念和學(xué)生的學(xué)習(xí)方式得到了轉(zhuǎn)變,而且在培養(yǎng)學(xué)生自主學(xué)習(xí)能力、提高學(xué)生各方面素質(zhì)等方面的作用不容小覷。希望通過(guò)本論文的研究,結(jié)合口述歷史教學(xué)和探究活動(dòng)課教學(xué)等元素,使得中學(xué)歷史教學(xué)不僅僅是在課堂之內(nèi)可以傳授學(xué)生知識(shí),而且可以讓學(xué)生走出課堂之外,走進(jìn)社區(qū),進(jìn)入人群,讓學(xué)生從“活著的歷史”中親眼見(jiàn)證、親耳聆聽(tīng)過(guò)去的事,去當(dāng)面通過(guò)自己的努力獲得“直接經(jīng)驗(yàn)”。這種經(jīng)驗(yàn)是學(xué)生自身努力獲得的,比在課堂上獲得的間接經(jīng)驗(yàn)要受益更多。本文致力于教會(huì)學(xué)生如何運(yùn)用口述歷史教學(xué)和探究活動(dòng)課等方式走出課堂學(xué)習(xí)歷史。
[Abstract]:With the promulgation and implementation of the new curriculum standard, history teaching in middle school has ushered in a new starting point of development, but in terms of the current situation of history teaching in middle school, it is not ideal. As we all know, the central link of the implementation of education and teaching work lies in classroom teaching. Therefore, in order to improve the teaching quality of history education, we must improve the teaching quality in class. How to organize the classroom teaching well and become the high quality classroom teaching is the key to the development of history teaching in middle school. How to use the method of "oral history" in history classroom teaching to make students get close to history and participate in history teaching practice is a skill that every history teacher in middle school should learn and master. Zhu Neng, a senior in history teaching in middle school, believes that it is urgent to present a multi-faceted history in high school history teaching and to create a new space and time for students to get close to history and understand history. History inquiry learning means that in the course of history teaching, teachers organize and guide students to collect historical data and use historical data to analyze problems and make logical explanations according to the contents of the teaching materials. A method similar to that used by historians to study history. The application of inquiry learning in history classroom not only changes teachers' teaching ideas and students' learning methods, but also plays an important role in cultivating students' autonomous learning ability and improving students' quality in all aspects. It is hoped that through the research of this paper, combining the elements of oral history teaching and inquiry activity teaching, the history teaching in middle school can not only teach students knowledge in the classroom, but also let students walk out of the classroom and into the community. Enter the crowd, let students from the "living history" witness, listen to the past, face to face through their own efforts to gain "direct experience." This experience is gained by the students themselves and is more beneficial than the indirect experience gained in the classroom. This paper is devoted to teaching students how to use oral history teaching and inquiry activities to go out of classroom learning history.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.51

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