初中历史情境教学中的教学准备策略研究
发布时间：2018-09-18 18:50
【摘要】：情境教学中的准备策略在情境教学中占有重要的地位与作用,是情境教学设计最基本、最重要的部分。随着新课程改革的推进,情境教学作为历史教学的一种模式,越来越受到历史教师的重视与推广。初中历史情境教学要达到相应的课程标准的要求,就必须对情境教学进行系统而细致的分析、研究与策划。情境教学中的教学准备策略是情境教学的前提。因此,可以说情境教学中的教学准备策略的规划直接影响课堂情境教学的开展,关乎情境教学的成功与否。本文将“情境教学”与“教学准备策略”相结合,从两者中的宏观理论与实践研究,进行分析与阐述,通过对情境教学中的教学准备策略相关因素的分析与研究提炼出相应的理论观点,进而能够提供初中历史情境教学所要求的理论支撑。本文按如下思路对初中历史情境教学中的教学准备策略这一课题进行探讨：第一章分析“情境教学”、“教学准备策略”的理论内涵及理论依据。继而分析提出目前关于中学历史教学中情境教学的策略多是比较宏观的,没有具体细化到情境教学前期准备,对于历史情境教学中的教学准备策略专门研究暂时还较少。第二章说明历史情境教学目标的准备策略。主要从历史情境教学目标关键词化、历史情境教学目标行为化和历史情境教学目标演绎三个方面来细化对情境教学目标的解说,教学目标的分析是情境教学有效实施的前提。第三章阐述情境教学主体分析策略。这章主要对情境教学的学生与教师进行分析与研究。学生的状态与已有知识储备对于情境教学的实施具有极大的影响,同时教师是情境教学的主导者,对于情境教学的管控也有相应的影响。第四章介绍历史情境教学材料的选择策略。这章主要是对情境教学材料进行细化,教学材料实施情境教学的有效保障。教学材料选取的恰当对于推进情境教学的开展有着不可忽视的作用。因此本章是对情境教学材料的选取与运用进行研究。本文的结语部分,为本文做系统的总结梳理,对中学历史情境教学中的教学准备策略的研究进行相应总结概述。
[Abstract]:The preparation strategy in situational teaching plays an important role in situational teaching and is the most basic and important part of situational teaching design. With the development of the new curriculum reform, situational teaching, as a model of history teaching, has been paid more and more attention to and popularized by history teachers. In order to meet the requirements of the corresponding curriculum standards, the history situational teaching in junior high school must be systematically and meticulously analyzed, researched and planned. The teaching preparation strategy in situational teaching is the premise of situational teaching. Therefore, it can be said that the planning of teaching preparation strategies in situational teaching directly affects the development of classroom situational teaching, and relates to the success of situational teaching. This paper combines "situational teaching" with "teaching preparation strategy", and analyzes and expounds it from the macro theory and practice of both. Through the analysis and research on the relevant factors of teaching preparation strategy in situational teaching, the corresponding theoretical viewpoints can be extracted, which can provide the theoretical support required by historical situational teaching in junior high school. This paper probes into the topic of teaching preparation strategy in history situational teaching in junior high school according to the following ideas: the first chapter analyzes the theoretical connotation and theoretical basis of "situational teaching" and "teaching preparation strategy". Then, it is pointed out that the strategies of situational teaching in history teaching in middle school are more macroscopic than before, and the research on teaching preparation strategies in historical situational teaching is still relatively few for the time being. The second chapter explains the preparation strategy of historical situational teaching goal. The analysis of teaching objectives is the premise of the effective implementation of situational teaching, mainly from three aspects: the keyword of historical situational teaching objectives, the behavior of historical situational teaching objectives and the interpretation of historical situational teaching objectives. The third chapter expounds the analysis strategy of situational teaching subject. This chapter mainly analyzes and researches the students and teachers of situational teaching. The state of students and their existing knowledge reserves have great influence on the implementation of situational teaching. Meanwhile, teachers are the dominant teachers in situational teaching, and have a corresponding influence on the control of situational teaching. The fourth chapter introduces the selection strategy of historical situational teaching materials. This chapter is mainly to refine situational teaching materials, teaching materials to implement the effective protection of situational teaching. The proper selection of teaching materials plays an important role in promoting situational teaching. Therefore, this chapter is to study the selection and application of situational teaching materials. The conclusion of this paper is a systematic summary and a summary of the research on teaching preparation strategies in the history situation teaching of middle school.
【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
[Abstract]:The preparation strategy in situational teaching plays an important role in situational teaching and is the most basic and important part of situational teaching design. With the development of the new curriculum reform, situational teaching, as a model of history teaching, has been paid more and more attention to and popularized by history teachers. In order to meet the requirements of the corresponding curriculum standards, the history situational teaching in junior high school must be systematically and meticulously analyzed, researched and planned. The teaching preparation strategy in situational teaching is the premise of situational teaching. Therefore, it can be said that the planning of teaching preparation strategies in situational teaching directly affects the development of classroom situational teaching, and relates to the success of situational teaching. This paper combines "situational teaching" with "teaching preparation strategy", and analyzes and expounds it from the macro theory and practice of both. Through the analysis and research on the relevant factors of teaching preparation strategy in situational teaching, the corresponding theoretical viewpoints can be extracted, which can provide the theoretical support required by historical situational teaching in junior high school. This paper probes into the topic of teaching preparation strategy in history situational teaching in junior high school according to the following ideas: the first chapter analyzes the theoretical connotation and theoretical basis of "situational teaching" and "teaching preparation strategy". Then, it is pointed out that the strategies of situational teaching in history teaching in middle school are more macroscopic than before, and the research on teaching preparation strategies in historical situational teaching is still relatively few for the time being. The second chapter explains the preparation strategy of historical situational teaching goal. The analysis of teaching objectives is the premise of the effective implementation of situational teaching, mainly from three aspects: the keyword of historical situational teaching objectives, the behavior of historical situational teaching objectives and the interpretation of historical situational teaching objectives. The third chapter expounds the analysis strategy of situational teaching subject. This chapter mainly analyzes and researches the students and teachers of situational teaching. The state of students and their existing knowledge reserves have great influence on the implementation of situational teaching. Meanwhile, teachers are the dominant teachers in situational teaching, and have a corresponding influence on the control of situational teaching. The fourth chapter introduces the selection strategy of historical situational teaching materials. This chapter is mainly to refine situational teaching materials, teaching materials to implement the effective protection of situational teaching. The proper selection of teaching materials plays an important role in promoting situational teaching. Therefore, this chapter is to study the selection and application of situational teaching materials. The conclusion of this paper is a systematic summary and a summary of the research on teaching preparation strategies in the history situation teaching of middle school.
【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
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