【摘要】：歷史情境教學(xué)就是根據(jù)情境教學(xué)理論、歷史學(xué)科特點(diǎn)和中學(xué)生學(xué)習(xí)歷史的認(rèn)知規(guī)律,在歷史教學(xué)過(guò)程中針對(duì)具體的教學(xué)目標(biāo)和教學(xué)內(nèi)容,綜合運(yùn)用多種教學(xué)方法和手段,創(chuàng)設(shè)特定的教學(xué)情境,促使學(xué)生左右半腦綜合活動(dòng),從而激發(fā)學(xué)生積極的學(xué)習(xí)情感,建立愉悅的表象優(yōu)化認(rèn)知過(guò)程,達(dá)到掌握歷史知識(shí),陶冶情操,樹(shù)立正確觀(guān)點(diǎn),培養(yǎng)創(chuàng)新能力的目的。在初中歷史教學(xué)中,開(kāi)展情境教學(xué)是改變教師教學(xué)方式的需要,也是改變學(xué)生學(xué)習(xí)方式的需要,符合新課改的理念和要求。情境教學(xué)適合歷史學(xué)科的特點(diǎn),符合初中學(xué)生的認(rèn)知特點(diǎn),切合學(xué)生學(xué)習(xí)主體的角色要求。在初中歷史課堂開(kāi)展情境教學(xué)具有深厚的歷史淵源和理論基礎(chǔ)。本文研究了情境的分類(lèi)、情境創(chuàng)設(shè)的途徑和如何綜合運(yùn)用各種情境創(chuàng)設(shè)相互關(guān)聯(lián)的情境系統(tǒng)。情境教學(xué)應(yīng)體現(xiàn)在教學(xué)的全過(guò)程,從情境在教學(xué)各環(huán)節(jié)中的作用又可分為感知情境、探究情境和體驗(yàn)情境。眾多的情境創(chuàng)設(shè)方法如何綜合運(yùn)用,才能在實(shí)踐中起到最佳效果,是在情境教學(xué)探索實(shí)踐中的一個(gè)重要內(nèi)容。依據(jù)筆者實(shí)踐,有的新授課內(nèi)容很適合用一個(gè)環(huán)環(huán)相扣且始終貫穿全課的情境系統(tǒng)把所有的知識(shí)點(diǎn)串聯(lián)起來(lái),引導(dǎo)學(xué)生整節(jié)課都在“同一個(gè)”熟悉的情境下學(xué)習(xí),有利于保持學(xué)生注意力集中的時(shí)長(zhǎng),有利于幫助學(xué)生把握完整的知識(shí)結(jié)構(gòu),建構(gòu)起知識(shí)體系。本文力求在情境的應(yīng)用方面有所突破,以彌補(bǔ)該研究在此方面的不足。
[Abstract]:Historical situational teaching is based on the theory of situational teaching, the characteristics of historical subjects and the cognitive law of students' learning history. In the course of history teaching, various teaching methods and means are comprehensively applied to the specific teaching objectives and contents. In order to create a specific teaching situation and promote students' hemispheric comprehensive activities to stimulate students' positive learning emotion, establish pleasant appearance and optimize cognitive process, we can master historical knowledge, cultivate sentiment and set up correct views. The aim of cultivating innovative ability. In history teaching in junior high school, developing situational teaching is not only the need of changing teachers' teaching method, but also the need of changing students' learning style, which accords with the idea and requirement of the new curriculum reform. Situational teaching is suited to the characteristics of history, the cognitive characteristics of junior high school students and the role of students. The development of situational teaching in history classroom of junior high school has profound historical origin and theoretical foundation. This paper studies the classification of situations, the ways of situational creation and how to create interrelated situational systems synthetically. Situational teaching should be embodied in the whole process of teaching. It can be divided into perceptive situation, exploring situation and experiencing situation from the role of situation in every link of teaching. It is an important content in the practice of situational teaching and exploring that how to use many situational creation methods synthetically in order to play the best effect in practice. According to the author's practice, some of the new teaching contents are very suitable for connecting all the knowledge points in a context system that links up all the knowledge points and guides the students to study in the "same" familiar situation. It is helpful to keep the students' attention and help them to grasp the complete knowledge structure and construct the knowledge system. This paper tries to make a breakthrough in the application of situation in order to make up for the deficiency of this study.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.51

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本文編號(hào)：2293066