基于SOLO分类法的高中历史分层教学

发布时间：2017-12-31 07:37

本文关键词：基于SOLO分类法的高中历史分层教学　出处：《海南师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：人类在21世纪已经步入信息社会,学会认知、学会做事、学会共同生活、学会生存是教育的“四大支柱”,这要求课堂教学的重点实现从“传递知识”到“培养能力”转变,强调教学要把知识转化为能力,增强学生在信息社会获取知识的能力,应用知识解决问题的能力,与他人合作学习和工作的能力,最终增强在信息社会的生存能力。新课程改革以来,历史教学研究与实践取得丰硕的成果,但任然存在很多亟待解决的问题,比如:在教学中如何帮助学生轻松地获取历史知识;怎样更好实现历史知识的迁移并把知识转化为能力;在班级教学的组织下如何实现学生的个性化发展等等。本文建构了“基于SOLO分类法的高中历史分层教学框架”:以SOLO分类理论为基础建构高中历史教学的框架,认为教学过程包括“获取知识”和“应用知识”两阶段,在两阶段内部强调教学促进学生思维的质性发展;利用现象学教育学的思想和方法帮助学生获取历史知识,强调学生在原有知识、经验和能力水平的基础上自然分层生成历史知识,帮助每个学生个性化发展;在获得知识的基础上,根据马扎诺分类法关注高级思维能力与解决问题能力的特点,用其“思维技能框架”提高学生使用历史知识解决问题的能力。根据“高中历史分层教学框架”进行教学设计和课堂教学,在实践中用“作业反馈”和“问卷调查”的方式收集反馈信息和数据,检验该教学框架的合理性与教学效果。
[Abstract]:In 21th century, mankind has entered the information society, learning to understand, to learn to do things, to learn to live together, to learn to survive is the "four pillars" of education. This requires the emphasis of classroom teaching to change from "transferring knowledge" to "cultivating ability", emphasizing that teaching should transform knowledge into ability and enhance students' ability to acquire knowledge in information society. The ability of using knowledge to solve problems, the ability to study and work in cooperation with others, and finally the ability to survive in the information society. Since the new curriculum reform, history teaching research and practice have achieved fruitful results. However, there are still many problems to be solved, such as: how to help students easily acquire historical knowledge in teaching; How to better realize the transfer of historical knowledge and transform knowledge into ability; How to realize the individualized development of students under the organization of class teaching and so on. This paper constructs the "hierarchical teaching framework of senior high school history based on SOLO classification":. On the basis of SOLO classification theory, this paper constructs the framework of history teaching in senior high school. The author holds that the teaching process consists of two stages: "acquiring knowledge" and "applying knowledge", and emphasizing teaching to promote the qualitative development of students' thinking in the two stages; Using the ideas and methods of phenomenological pedagogy to help students acquire historical knowledge and emphasize that students naturally stratify historical knowledge on the basis of their original knowledge, experience and ability, and help each student to develop individualized; On the basis of acquiring knowledge, according to the Mazano classification, the characteristics of advanced thinking ability and problem-solving ability are concerned. Using its "thinking skill Framework" to improve students' ability to use historical knowledge to solve problems. According to the "Senior High School History stratified Teaching Framework" teaching design and classroom teaching. In practice, feedback information and data are collected by means of "homework feedback" and "questionnaire survey" to test the rationality and teaching effect of the teaching framework.
【学位授予单位】：海南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

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