天水市高中乡土历史课程资源开发利用研究

发布时间：2018-03-06 14:20

本文选题：天水　切入点：乡土史　出处：《陕西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：课程资源问题进入我们的视野是在21世纪初课程改革之后,但事实上从教育的产生开始,就一直面临着教育资源的选择问题,新课程改革将这个问题重新推进一线教师的视线中。历史知识包罗万象,拥有丰富的课程资源,其中乡土史就是非常重要的一部分。随着全球化的进展,多元文化的冲击下为乡土文化寻找出路成为历史教育面临的一个重要课题。历史文化名城天水拥有丰富的历史文化资源,把这些资源以适当的方式带进课堂,带入学生的学习生活中,这是新课改背景下实现课程目标的需要。本文在大量查阅文献和实地考察的基础上,从天水乡土文化与高中历史教育相结合的角度,探讨天水乡土史课程资源的开发和利用问题。论文共分为四章。第一章,引言。主要从四个方面介绍了选题依据,阐述了研究现状和方法。第二章,对文中涉及到的课程资源、历史课程资源、乡土史课程资源等相关概念进行了界定,从多元文化教育理论、建构主义学习理论和实用主义教育理论三个方面对论文进行了理论建构。第三章,对天水乡土五大特色文化“伏羲文化、大地湾文化、秦早期文化、三国文化、石窟文化”进行了论述,这是天水历史文化资源的大背景。从课程资源的角度,又分文献资源、实物资源、口述资源、人力资源和信息化资源五类对天水乡土史课程资源进行了详细的梳理。阐述了乡土史课程资源的筛选机制和需要注意的问题,也从有利于继承和发扬民族文化、有利于提高学生的人文素养、有利于培养学生爱乡爱国情感、有利于转变学生历史学习方式四个方面分析了天水乡土史课程资源的教育价值。第四章,论述和案例相结合,把天水高中乡土历史课程资源开发和利用的途径分为三个方面,第一是历史课堂上对乡土史的穿插讲述,基于天水市所使用的人教版历史教材,将高中课堂穿插天水乡土史的切入点进行了总体梳理,又通过“创设情境、导入新课；层层设疑、加深理解；小组探究、课堂互动”三个层面的案例对课堂穿插法进行说明；第二是开辟第二课堂,这里对第二课堂分知识竞赛类、参观学习类、兴趣活动类和研究性学习四个方面进行了论述举例；第三是开展专题讲座,通过“天水伏羲文化”专题讲座案例来进行说明。
[Abstract]:The problem of curriculum resources came into our view after the curriculum reform in early 21th century, but in fact, from the beginning of education, it has been faced with the choice of educational resources. The new curriculum reform has pushed this issue back into the sight of front-line teachers. History knowledge is all-encompassing, with rich curriculum resources, among which local history is a very important part. With the development of globalization, Under the impact of multiculturalism, finding a way out for the local culture has become an important subject facing the history education. Tianshui, a famous historical and cultural city, has abundant historical and cultural resources, and brings these resources into the classroom in an appropriate way. This is the need to realize the curriculum goal under the background of the new curriculum reform. Based on a large number of references and field investigations, this paper combines the local culture of Tianshui with the history education of senior high school, from the point of view of combining the local culture of Tianshui with the history education of senior high school. The paper is divided into four chapters. The first chapter, introduction, mainly introduces the basis of selecting the topic from four aspects, expounds the research status and methods. Chapter two, the curriculum resources involved in this paper. History curriculum resources, local history curriculum resources and other related concepts have been defined, from the multicultural education theory, constructivism learning theory and pragmatism theory of education three aspects of the theoretical construction of the paper. This paper discusses the five characteristic cultures of Tianshui: Fuxi Culture, Dadi Wan Culture, early Qin Dynasty Culture, three Kingdoms Culture, Grottoes Culture. This is the background of Tianshui's historical and cultural resources. In this paper, five kinds of physical resources, oral resources, human resources and information resources are sorted out in detail. The selection mechanism and problems needing attention of local history curriculum resources are expounded. It is also conducive to inheriting and carrying forward national culture, to improving students' humanistic literacy, and to fostering students' patriotic feelings of loving their hometown. In this paper, the author analyzes the educational value of the curriculum resources of local history in Tianshui from four aspects, which are helpful to change the way of learning history of students. Chapter 4th, which combines the discussion with cases, divides the development and utilization of local history curriculum resources in Tianshui Senior High School into three aspects. The first is the narration of the local history in the history classroom. Based on the history teaching materials used in Tianshui City, the breakthrough point of the senior middle school classroom interspersing with the local history of Tianshui is generally combed, and through the creation of the situation, the new course is introduced. Questions are set up to deepen understanding; cases at three levels of group inquiry and classroom interaction explain the method of classroom interplacement; second is opening up a second classroom. Here, the second class is divided into knowledge competitions and study classes. The third is to carry out a special lecture, which is illustrated by the case of "Tianshui Fuxi Culture".
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

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