高中历史理解性教学研究

发布时间：2018-03-18 04:30

本文选题：理解性教学　切入点：高中历史　出处：《扬州大学》2015年硕士论文　论文类型：学位论文

【摘要】：理解是人的存在方式,是联结教育与个体精神的根本方式,理解与教学有着内在的必然联系。理解性教学作为新课程倡导的崭新教学方式,近些年受到了广泛的关注。理解教学重在引导师生之间的相互理解,产生情感的共鸣,最终实现生命意义的表达和个性的发展。这对于高中历史教学课程教学目标如培养学生的人文精神、创新精神等的实现有重要的促进作用。鉴于当前高中历史在理解性教学方面研究的欠缺,本文在深入讨论理解性教学理论的基础上,对理解性教学应用于高中历史教学中的实施进行了理论和实践两方面的研究。本文第一章首先追溯依托于“理解精神”的理解性教学的思想起源与发展历程。然后指出理解性教学的特征与意义。最后,通过对新制定的《普通高中历史课程标准》和高考历史试卷的分析,强调理解性教学与高中历史教学结合的必要性。第二章将理解性教学的理念运用于高中历史教学实践。从理解性教学的视角审视当前高中历史教学存在的问题。本章主要是从“历史课堂教学目标的制定”、“历史课堂教学内容的讲解”、“历史课堂探究性教学”等三个方面来论述存在的问题。指出在课堂教学过程中违背“理解精神”的诸多方面。第三章是依据第二章中指出的高中历史理解性教学存在的问题提出具体的实施策略。这些策略能够很好的贯彻理解性教学的精神,切实的应用在高中历史教学的过程当中,为高中历史教学提供很好的借鉴。结语部分为本文做系统的总结梳理。将高中历史与理解性教学相结合,从教学目标,教学内容,探究教学三个方面找出与理解性教学理念相违背的地方。并用理解性教学的理念为历史学科存在的问题寻找到解决的策略。另外,本文引用部分高中历史教师的教案作为案例进行分析,难免有剖析不够全面,不够深刻之处。这些是以后需要进一步提高的地方。
[Abstract]:Understanding is the way of human existence and the fundamental way of connecting education with individual spirit. Understanding and teaching have an inherent and inevitable relationship. As a new teaching method advocated by the new curriculum, understanding teaching is a new teaching method. In recent years, widespread attention has been paid to the teaching of understanding, which focuses on guiding teachers and students to understand each other and produce emotional resonance. Finally realize the expression of life meaning and the development of personality, which is helpful to the teaching goal of history teaching in senior high school, such as cultivating the humanistic spirit of the students. The realization of innovative spirit plays an important role in promoting. In view of the lack of research on understanding teaching in the history of senior high school, this paper discusses the theory of understanding teaching in depth. This paper makes a theoretical and practical study on the application of understanding teaching in history teaching in senior high school. The first chapter of this paper traces back to the origin and development of understanding teaching based on the spirit of understanding. Finally, it points out the characteristics and significance of understanding teaching. Through the analysis of the newly formulated History Curriculum Standard of General Senior High School and the history examination paper of the college entrance examination, It emphasizes the necessity of combining understanding teaching with history teaching in senior high school. The second chapter applies the concept of understanding teaching to the practice of history teaching in senior high school, and examines the existing problems in history teaching in senior high school from the perspective of understanding teaching. This chapter mainly discusses the existing problems from three aspects: "the formulation of history classroom teaching objectives", "explanation of history classroom teaching contents", "history classroom inquiry teaching", and points out that it is contrary to "understanding" in the course of classroom teaching. The third chapter puts forward specific implementation strategies according to the problems of historical understanding teaching in the second chapter. These strategies can carry out the spirit of understanding teaching very well. The practical application in the process of senior high school history teaching provides a good reference for senior high school history teaching. The conclusion part makes a systematic summary for this article. Combining senior high school history with understanding teaching, from the teaching goal, teaching content, Three aspects of inquiry teaching are found to be contrary to the concept of understanding teaching, and the concept of understanding teaching is used to find solutions to the problems existing in the history subject. This article cites some senior high school history teachers' teaching plan as a case analysis, it is inevitable that the analysis is not comprehensive enough, not deep enough, these are the places that need to be further improved in the future.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

【相似文献】