“271”教学模式在高中历史课堂教学中的应用研究

发布时间：2018-06-17 06:25

本文选题：“271”教学模式 + 高中历史　；参考：《华中师范大学》2015年硕士论文

【摘要】：新课程改革提出要尊重学生主体地位,使学生主动参与、学会合作,从而激发学生的学习兴趣。面对新的要求,许多新的体现学生主体地位的教学模式应运而生,其中比较著名的有昌乐二中“271”模式、杜郎口模式等,本文主要对“271”教学模式进行介绍。本文从“271”教学模式入手,通过考察其在高中历史课堂中的应用状况,结合教学实际以及调查结果重点分析其存在的问题,并且提出促使“271”模式更加有效发挥其作用的建议。本文主要从四个方面分析了"271”模式在高中历史课堂中的应用状况：第一部分,介绍“271”模式的含义、理论基础以及具体操作程序；第二部分,以《罗马法的起源与发展》①为例,介绍“271”模式在高中历史课堂中的实际应用；第三部分,结合教学实际情况以及调查结果探讨“271”模式的效用问题,主要分“271”模式的优点和缺点两方面进行分析,其中, “271"模式存在的问题是该部分的重点,主要涉及对学生能力的要求和对教师课堂控制的要求以及三维目标的体现等方面；第四部分,结合该模式存在的问题,提出改进该模式的建议,具体措施包括合理编写导学案,充分发挥小组作用以及教师掌握课堂主导权。
[Abstract]:The new curriculum reform proposes to respect the student's main position, make the students participate actively, and learn to cooperate to stimulate students' interest in learning. Facing the new requirements, many new teaching modes that embody the main body status of the students emerge as the times require, among which the more famous "271" mode and the Du Lang Kou mode are famous in Changle. This article mainly deals with the "271" teaching. This article, starting with the "271" teaching model, analyzes the existing problems in the high school history classroom by examining its application in the high school history class, combining with the teaching practice and the investigation results, and puts forward some suggestions to promote the "271" model to play its role more effectively. This article mainly analyzes the "271" model from four aspects. The application of style in high school history class: the first part introduces the meaning of the "271" model, the theoretical basis and the specific operation procedure; the second part, taking the origin and development of the "Rome law" as an example, introduces the practical application of the "271" model in the high school history class; the third part is combined with the actual situation of teaching and investigation. This paper discusses the utility of the "271" model, and analyzes the advantages and disadvantages of the "271" model in two aspects. Among them, the problem of the "271" model is the focus of this part, mainly involving the requirements of the students' ability and the requirements for the teacher's classroom control and the embodiment of the three-dimensional target. The fourth part combines the model with the model. The existing problems and suggestions for improving the mode include concrete preparation of guidance cases, full play of the role of the group and teachers' command of classroom leadership.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

【参考文献】