本文選題：初中歷史 + PBL教學模式��； 參考：《渤海大學》2017年碩士論文

【摘要】：PBL是一種旨在培養(yǎng)學生歷史思維能力而采用的教學模式。在課堂教學中,教師把歷史教學中的問題呈現(xiàn)在學生面前,為學生營造出民主、融洽的學習氛圍,引導學生充分發(fā)揮主觀能動性,使問題得到一一解決。通過這種教學模式,能降低學生的依賴心理,促進他們主動分析問題、提升自主學習能力。在歷史課堂中運用PBL教學模式,可以給學生帶來耳目一新的感覺,改善“教”與“學”的現(xiàn)狀,充分地調(diào)動學生的積極性。這種新的教學模式對推進教學改革,提高學生的歷史教育有重大幫助。論文主要采用了文獻研究法、問卷調(diào)查法、訪談法探究了PBL在歷史教學中的應用情況,在弄清PBL教學模式概念、內(nèi)涵的基礎(chǔ)上,結(jié)合國內(nèi)外有關(guān)PBL教學模式的相關(guān)實踐理論,概括PBL教學模式具有問題性、主體性、合作性的特點,分析出這種新型教學模式具有煥發(fā)課堂新活力、轉(zhuǎn)變教師角色和注重探究過程的優(yōu)勢。但是,通過實際調(diào)查發(fā)現(xiàn)PBL教學模式在初中歷史課堂教學實際運用中存在一系列的問題,例如上歷史課時學生的主動性較低、缺少問題意識、不能很好地配合教師教學,教師設(shè)計的問題和對教學節(jié)奏的掌控都影響著PBL教學模式在歷史學科中的應用。分析其原因主要是歷史教學沒有得到應有的重視,歷史教師也對PBL教學模式缺乏正確認識,再加上學生學習歷史方法單一等一些因素,導致PBL模式在初中歷史教學中存在著不足之處。論文結(jié)合初中歷史教學實踐,充分發(fā)揮PBL教學模式在歷史教學中的真正作用,探討有效運用PBL教學模式應遵循的基本步驟,即:創(chuàng)設(shè)歷史問題情境、自主探究歷史問題、小組合作突破歷史難點、深化理解歷史知識和進行科學歷史學習評價,建構(gòu)一篇完整的PBL初中歷史教學案例,對提高歷史教學的實效性有重大意義。
[Abstract]:PBL is a kind of teaching mode which aims to cultivate students' historical thinking ability. In classroom teaching, teachers present problems in history teaching to students, create a democratic and harmonious learning atmosphere for students, guide students to give full play to their subjective initiative, and solve the problems one by one. Through this teaching mode, students can reduce their dependence psychology, promote their active analysis of problems and improve their autonomous learning ability. The application of PBL teaching mode in history classroom can bring fresh feeling to students, improve the present situation of "teaching" and "learning", and fully arouse students' enthusiasm. This new teaching mode is of great help to promote teaching reform and improve students' history education. This paper mainly adopts the methods of literature research, questionnaire survey and interview to explore the application of PBL in history teaching. On the basis of clarifying the concept and connotation of PBL teaching mode, combining with the relevant practical theories about PBL teaching model at home and abroad, the paper discusses the application of PBL in history teaching. This paper summarizes the characteristics of PBL teaching model which is problematic, subjective and cooperative, and analyzes the advantages of this new teaching model in coruscating the new vitality of classroom, changing the teacher's role and paying attention to the process of inquiry. However, through the actual investigation, it is found that there are a series of problems in the practical application of PBL teaching mode in history classroom teaching in junior high school. For example, the students' initiative in history class is low, they lack problem consciousness, and they can not cooperate well with teachers' teaching. The problem of teacher design and the control of teaching rhythm affect the application of PBL teaching model in history. The main reasons for this analysis are that history teaching has not received due attention, history teachers lack correct understanding of PBL teaching mode, and some factors, such as students' single method of learning history, and so on. Lead to PBL model in junior high school history teaching there are shortcomings. Combining with the practice of history teaching in junior high school, the paper gives full play to the real role of PBL teaching mode in history teaching, and probes into the basic steps to be followed in the effective use of PBL teaching model, that is, to create a historical problem situation and to explore historical problems independently. It is of great significance to improve the effectiveness of history teaching by working together to break through the historical difficulties, deepen the understanding of historical knowledge and carry out the evaluation of scientific history learning, and construct a complete history teaching case of PBL junior high school.
【學位授予單位】：渤海大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.51

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