初中历史情境教学中情境的创设与应用
发布时间：2018-10-25 07:40
【摘要】：历史情境教学就是根据情境教学理论、历史学科特点和中学生学习历史的认知规律,在历史教学过程中针对具体的教学目标和教学内容,综合运用多种教学方法和手段,创设特定的教学情境,促使学生左右半脑综合活动,从而激发学生积极的学习情感,建立愉悦的表象优化认知过程,达到掌握历史知识,陶冶情操,树立正确观点,培养创新能力的目的。在初中历史教学中,开展情境教学是改变教师教学方式的需要,也是改变学生学习方式的需要,符合新课改的理念和要求。情境教学适合历史学科的特点,符合初中学生的认知特点,切合学生学习主体的角色要求。在初中历史课堂开展情境教学具有深厚的历史渊源和理论基础。本文研究了情境的分类、情境创设的途径和如何综合运用各种情境创设相互关联的情境系统。情境教学应体现在教学的全过程,从情境在教学各环节中的作用又可分为感知情境、探究情境和体验情境。众多的情境创设方法如何综合运用,才能在实践中起到最佳效果,是在情境教学探索实践中的一个重要内容。依据笔者实践,有的新授课内容很适合用一个环环相扣且始终贯穿全课的情境系统把所有的知识点串联起来,引导学生整节课都在“同一个”熟悉的情境下学习,有利于保持学生注意力集中的时长,有利于帮助学生把握完整的知识结构,建构起知识体系。本文力求在情境的应用方面有所突破,以弥补该研究在此方面的不足。
[Abstract]:Historical situational teaching is based on the theory of situational teaching, the characteristics of historical subjects and the cognitive law of students' learning history. In the course of history teaching, various teaching methods and means are comprehensively applied to the specific teaching objectives and contents. In order to create a specific teaching situation and promote students' hemispheric comprehensive activities to stimulate students' positive learning emotion, establish pleasant appearance and optimize cognitive process, we can master historical knowledge, cultivate sentiment and set up correct views. The aim of cultivating innovative ability. In history teaching in junior high school, developing situational teaching is not only the need of changing teachers' teaching method, but also the need of changing students' learning style, which accords with the idea and requirement of the new curriculum reform. Situational teaching is suited to the characteristics of history, the cognitive characteristics of junior high school students and the role of students. The development of situational teaching in history classroom of junior high school has profound historical origin and theoretical foundation. This paper studies the classification of situations, the ways of situational creation and how to create interrelated situational systems synthetically. Situational teaching should be embodied in the whole process of teaching. It can be divided into perceptive situation, exploring situation and experiencing situation from the role of situation in every link of teaching. It is an important content in the practice of situational teaching and exploring that how to use many situational creation methods synthetically in order to play the best effect in practice. According to the author's practice, some of the new teaching contents are very suitable for connecting all the knowledge points in a context system that links up all the knowledge points and guides the students to study in the "same" familiar situation. It is helpful to keep the students' attention and help them to grasp the complete knowledge structure and construct the knowledge system. This paper tries to make a breakthrough in the application of situation in order to make up for the deficiency of this study.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51
本文编号：2293066
[Abstract]:Historical situational teaching is based on the theory of situational teaching, the characteristics of historical subjects and the cognitive law of students' learning history. In the course of history teaching, various teaching methods and means are comprehensively applied to the specific teaching objectives and contents. In order to create a specific teaching situation and promote students' hemispheric comprehensive activities to stimulate students' positive learning emotion, establish pleasant appearance and optimize cognitive process, we can master historical knowledge, cultivate sentiment and set up correct views. The aim of cultivating innovative ability. In history teaching in junior high school, developing situational teaching is not only the need of changing teachers' teaching method, but also the need of changing students' learning style, which accords with the idea and requirement of the new curriculum reform. Situational teaching is suited to the characteristics of history, the cognitive characteristics of junior high school students and the role of students. The development of situational teaching in history classroom of junior high school has profound historical origin and theoretical foundation. This paper studies the classification of situations, the ways of situational creation and how to create interrelated situational systems synthetically. Situational teaching should be embodied in the whole process of teaching. It can be divided into perceptive situation, exploring situation and experiencing situation from the role of situation in every link of teaching. It is an important content in the practice of situational teaching and exploring that how to use many situational creation methods synthetically in order to play the best effect in practice. According to the author's practice, some of the new teaching contents are very suitable for connecting all the knowledge points in a context system that links up all the knowledge points and guides the students to study in the "same" familiar situation. It is helpful to keep the students' attention and help them to grasp the complete knowledge structure and construct the knowledge system. This paper tries to make a breakthrough in the application of situation in order to make up for the deficiency of this study.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51
【参考文献】
相关期刊论文 前3条
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2 李秀梅;刘翔;;论情境教学在初中历史教学中的应用[J];中国科教创新导刊;2011年18期
3 钱军;;关于历史情境有效性的思考[J];新课程学习(社会综合);2009年12期
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