中学历史说课研究

发布时间：2018-05-07 05:25

本文选题：中学历史 + 说课　；参考：《扬州大学》2015年硕士论文

【摘要】：人类自进入二十一世纪,人才和知识的重要性日趋突出。在中学历史教学中实施素质教育已经成为教育改革进程中的一大重点,其最大的特色就是要独立建立起一支高素质的历史教师队伍,教师自我专业的提高和教学能力的进步是实施素质教育的关键。说课是一种中国所独有的教学活动,国外几乎没有相类似的做法,这种中国所独有的教学行为是课堂教学的补允和延伸,是教师对自身课堂教学行为进行的较为体系详尽的梳理。每次的说课都是一次教师深思自身教学举动的活动,通过仔细分析课堂教学行为的得失,鉴别教学计划和教学实践的差距,最终达到历史教师自我能力的提高和专业知识的完善。这种教研活动方式在中学历史教研中已经得到了较为广泛的尝试和运用,然而由于缺乏系统的理论研究和经验总结,不同学校在实施过程中取得的效果也有好有坏。笔者在借鉴相关研究成果的基础上,以中学历史学科特点为依据,从理论和实际两个方面对中学历史说课活动的实施现状和有效开展策略进行了探究。本文主要包括四部分内容：第一部分对说课活动的基本理论进行概述。理论剖析说课活动产生的背景、主观条件客观基础以及发展状况、发展动因和说课进一步发展急需解决的问题。通过将说课教研活动与备课、上课等教研活动相比较来揭示说课的内涵,按照不同的分类标准介绍不同的说课类型。对说课的基本内容进行概述即揭示说课说什么、在实际教学活动中说课的操作步骤,以及在新形势下优化说课教研活动的基本要求。第二部分通过封闭式问卷、开放式问卷和访谈等教育学方法调研江苏省部分中学历史教师说课教研活动的实施状况。通过调查了解教师对说课活动的重视程度和使用率、中学历史教师是否对说课理论了然于心、以及当前说课活动在实施过程中存在哪些问题和观念上的误区,并在对调查结果数据进行分析的基础上归纳当前说课活动的实施现状和存在的误区。第三部分在对问卷结果和访谈记录进行分析的基础上,给中学历史教师提出一些提高说课技能的培养策略。通过走访江苏省泰州市部分中学的历史教师教学情况了解说课教学活动的在实际教学中使用状况,并针对说课活动在中学历史教学应用中所存在的一系列问题提出合理的应对策略。首先提出TBL策略的运用,简述TBL教学策略的涵义产生的时间和地点,以及使用TBL策略培养中学历史教师说课技能的理论依据和生理基础,以及在实践中运用该策略的具体步骤。提高中学历史教师对于缄默知识的重视,教师在说课中都遵循着一套自己的教学理念,而这个理念来自于缄默知识对我们思维的影响,以波兰尼的缄默知识理论为基础来培养历史教师的说课能力。同时革新单一的说课模式对于历史教师提高说课技能也是有必要的,陈旧的说课模式虽然有利于说课活动的使用和传播,但是也阻碍了说课活动的进一步的发展,有必要在说课的模式中加入新的元素。第四部分则是阐述在中学历史教学中应用说课活动的价值和意义。经常进行自我反思是当今中学历史教师成长的重要途径之一,历史教师在说课过程中以自己的课堂教学作为分析对象对其进行理性的剖析和思考,将显性课堂背后的隐性假设和思路呈现出来,使教学反思有了具体的依托形式。同时在说课的过程中历史教师对某些问题的看法,常常引来别的教师对此问题的各种见解,这样开展说课活动也就有利于在中学历史教师中构建一个群体共同探究问题的平台。再则历史教师的群体心理气氛在现实的教学活动中具有重要作用,说课者的自我展示和听课者的中肯评价,能够有助于形成认知共享的心理氛围。最后在说课过程中说课者说自己对各种教学问题的解决思路,在不断解决教学问题的过程中,对于听课者和说课而言都是增长教学智慧的一个重要途径。结语中则再一次强调了新课改背景下在中学历史教学中开展说课教研活动的重要性以及他对于提高历史教师教学能力的巨大价值,以及本论文在探讨说课教研活动时所存在的一些不足和问题。本研究以理论为基础,结合对问卷数据的分析和对具体实施案例的思考,立足于中学历史教学实际,试图从实践角度明确说课在中学历史学科中的施行步骤和提升开展说课活动的能力的策略,为提高校本教研的有效性做一点尝试,以期为广大中学历史教师提供一定的辅助。
[Abstract]:In the twenty-first Century, the importance of talents and knowledge is becoming more and more important. The implementation of quality education in middle school history teaching has become a key point in the process of education reform. Its biggest feature is to establish a high quality history teacher team independently, the improvement of teachers' self professional and the progress of teaching ability are real. The key to the application of quality education. Speaking is a kind of unique teaching activity in China. There is almost no similar practice in foreign countries. This kind of teaching behavior in China is the supplementary and extension of classroom teaching. It is a more systematic and detailed combing of teachers' own classroom teaching behavior. Every lecture is a teacher thinking about his own teaching. By carefully analyzing the gains and losses of classroom teaching behavior and identifying the gap between the teaching plan and the teaching practice, the activities of learning activities have finally achieved the improvement of the self ability of the history teachers and the improvement of their professional knowledge. This kind of teaching and research has been widely tried and applied in the history teaching and research of middle school, but because of lack of system. Theoretical research and experience summary, the effect of different schools in the implementation process is also good and bad. On the basis of the relevant research results, the author, based on the characteristics of middle school history subject, explores the implementation status and effective strategy of the middle school history lesson speaking activities from two aspects of theory and practice. The four part: the first part is an overview of the basic theory of lecture activities. The theoretical analysis of the background of the course of speaking, the objective basis of the subjective conditions, the development situation, the development motivation and the further development of the course of speaking. Connotations, according to different classification standards to introduce different types of speaking classes. A summary of the basic content of the lecture is to reveal what the lecture is said, the operation steps of the lecture in the actual teaching activities, and the basic requirements for optimizing the teaching and research activities under the new situation. The second part is through a closed questionnaire, an open questionnaire and an interview. This paper investigates the implementation of teaching and research activities of history teachers in some middle school history teachers in Jiangsu province. Through investigation and understanding of teachers' importance and utilization rate of lesson speaking activities, whether middle school history teachers are aware of the theory of lesson speaking, and what are the problems and misconceptions in the course of the implementation of the course, and the investigation of the problems On the basis of the analysis of the results, the current situation and misunderstandings of the current curriculum activities are summarized. The third part, on the basis of the analysis of the results of the questionnaire and the interview records, puts forward some training strategies to improve the teaching skills of the history teachers in middle schools. The teaching situation of the history teachers in Taizhou, Jiangsu Province, is visited by visiting some middle schools. The situation of the use of the teaching activities in the actual teaching is given, and a reasonable coping strategy is put forward in view of a series of problems existing in the application of the course in the history teaching of middle school. First, the application of TBL strategy is put forward, the time and the ground of the meaning of the TBL teaching strategy are briefly described, and the history teacher of middle school is trained by using the strategy of TBL to train the history teachers of middle school. The theoretical basis and physiological basis of speaking skills, as well as the concrete steps of applying the strategy in practice, improve the attention of the middle school history teachers to the tacit knowledge. The teachers follow a set of teaching ideas in the course of speaking, and this idea comes from the influence of tacit knowledge on our thinking, and the tacit knowledge theory of Poland Nei At the same time, it is necessary for the history teachers to improve the teaching skills of history teachers. It is also necessary for the history teachers to improve the teaching skills. The old mode of speaking is beneficial to the use and dissemination of the course, but it also hinders the further development of the course. It is necessary to add new elements to the model of the lecture. The fourth part is to explain the value and significance of applying lesson speaking activities in the history teaching of middle school. Self reflection is one of the important ways of the development of middle school history teachers. History teachers take their own classroom teaching as the analysis object to analyze and think about them in the course of speaking course, and will be behind the explicit class. The implicit hypothesis and ideas are presented, which make the teaching reflection have a specific support form. At the same time, in the course of speaking, the views of the history teacher on some problems often lead to the various opinions of other teachers on this question, so that the course of speaking is also conducive to building a group to explore the problem together in the middle school history teachers. The psychological atmosphere of the group of history teachers plays an important role in the practical teaching activities. The self display of the speaker and the pertinent evaluation of the listeners can help to form the psychological atmosphere of the cognitive sharing. In the course of speaking, the speaker said that his own solutions to various teaching questions were solved in the course of solving teaching problems. In the process, both the listeners and the lectures are an important way to increase the wisdom of teaching. In the conclusion, it emphasizes the importance of carrying out the teaching and research activities in the history teaching of the middle school, and his great value for improving the teaching ability of the history teachers, as well as discussing the teaching and research activities of the course. On the basis of theory, based on the analysis of questionnaire data and the thinking of specific implementation cases, this study is based on the practice of history teaching in middle school, trying to clarify the implementation steps of the course in the history of middle school and the strategy of improving the ability of opening and speaking course from the practical point of view in order to improve the school-based teaching. Try to make an effective attempt to provide some help for the history teachers in middle schools.

【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】