高中历史教师本体性知识重构的实践研究

发布时间：2018-09-02 06:48

【摘要】：2012年9月,广西自治区的高中开始了新课程改革大潮,作为新课改的最后一站,广西的新课改极少得到其它地区的关注,陷入步履维艰的窘境。广西自治区内部的教师、学者、管理者看到下发新课程标准以后,都惊呼这次改革具有“颠覆性”,因为新课改极大理性了以往学校教育中存在的教育观念,采用全新的教育体制,教师、学生、教材、课程等都发生改变,学校、教师自身都积极投身于学习新课程理论,追求新教育观念、教学理论的体现,忽视了教师自身本体性知识不足的重要性,缺少本体性知识的支撑,即使再优秀的教学方法和再先进的教学理论只会成为无源之水、无本之木,变得空洞。本文立足广西新课改运动,通过研究高中历史新教材的知识框架,针对高中历史教师本体性知识不足的现状,在具体调查的基础上,为广西高中历史教师本体性知识的重构提供行之有效的策略和路径。新教材推行以后,改变了以往旧教材的通史化知识框架,改用专题式的历史篇章,将古今中外的历史以政治、经济、文化、改革、战争等专题形式糅合在一起,跨越性大,跳跃性强,史学新观点多,要求教师自身史学类知识、跨学科类知识及其它教学类知识必须进行提升和重构,以适应新课改的改变和需要。本文采取访谈法和调查法,访谈对象包括广西各个市、县高中老教师、中青年教师以及师范院校中的在校历史系师范生,有当面访谈也有书面访谈和电话访谈,对他们自身的本体性知识构成现状进行调查研究,了解他们对于新课改、新教材的看法以及他们所采取的补充自身本体性知识不足的方法渠道。最后,在分析调查结果的基础上,结合高中生的心理特点以及对于历史的情感接受度,为教师重构自身的本体性知识提供可行的方法策略。对于历史教师重构自身本体性知识的路径,本文从两个角度出发为教师重构自身本体性知识提供途径：第一,从教师内部出发进行重构,包括改变教育观念、注重史实积累、进行多学科学习、注重重构过程与条件性和实践性知识相结合、注意相互交流。第二,从教师外部出发进行重构,包括提升培训的效用、参加课例教学、重构历史教材、重视教研活动和珍惜学生提到的要求。通过实际案例分析的办法展示重构的具体方法和策略,配合少部分作者实习期间实践的教学片段,以期证明其真实性、可操作性。在反思部分,首先反思了自己实习期间从课堂、学生反应、同行建议及自身感受的变化、提升及不足,再次对高校师范类历史系专业的课程安排、学习现状和阅读提出了自己的观点,最后对高中历史教师重构本体性知识提出几点需要注意的地方。教师是新课程中的主导者,教师的本体性知识得到重构才能有效的内化历史新教材的知识框架,在进行教学时也会变得游刃有余,把历史知识娓娓道来,实现情感教学,完成新课程的三维目标,通过不断学习,不断进步,成为一名适应未来历史教学的历史教师。
[Abstract]:In September 2012, the high school of Guangxi Autonomous Region began the tide of new curriculum reform. As the last stop of the new curriculum reform, the new curriculum reform in Guangxi seldom attracted the attention of other regions and was in a dilemma. Because the new curriculum reform greatly rationalizes the educational concepts existing in school education in the past and adopts a new educational system, teachers, students, textbooks, curricula and other changes have taken place. Schools and teachers themselves are actively involved in learning new curriculum theories, pursuing new educational concepts, reflecting teaching theories, ignoring the lack of teachers'own ontological knowledge. Importance, lack of ontological knowledge support, even if the best teaching methods and advanced teaching theory will become passive water, no wood, become empty.
Based on the new curriculum reform movement in Guangxi, this paper studies the knowledge framework of the new history textbooks for senior high schools, and aims at the current situation of the insufficient ontological knowledge of senior high school history teachers. On the basis of specific investigation, it provides effective strategies and paths for the reconstruction of the ontological knowledge of senior high school history teachers in Guangxi. The general historical knowledge frame of materials is changed to special historical chapters, which combine ancient and modern Chinese and foreign history in the form of politics, economy, culture, reform, war and other special topics. It has great leap forward, strong jump and many new historical viewpoints. Teachers are required to upgrade and reconstruct their own historical knowledge, interdisciplinary knowledge and other teaching knowledge. In order to adapt to the changes and needs of the new curriculum reform, this paper adopts interview method and survey method. The interviewees include senior high school teachers, middle-aged and young teachers, and normal students of history department in normal colleges and universities in Guangxi. There are face-to-face interviews, written interviews and telephone interviews to investigate the status quo of their own ontological knowledge composition. Finally, based on the analysis of the survey results, combining with the psychological characteristics of senior high school students and the emotional acceptance of history, it provides feasible methods and strategies for teachers to reconstruct their own ontological knowledge.
As for the path for history teachers to reconstruct their own ontological knowledge, this paper provides a way for them to reconstruct their own ontological knowledge from two perspectives. Firstly, reconstruct their own ontological knowledge from the inside of teachers, including changing their educational concepts, focusing on the accumulation of historical facts, multi-disciplinary learning, and combining reconstructing process with conditional and practical knowledge. Second, reconstruct from the outside of teachers, including enhancing the effectiveness of training, participating in lesson teaching, Reconstructing History textbooks, attaching importance to teaching and research activities and cherishing the requirements mentioned by students. In the reflective part, the author first reflects on the changes, promotion and shortcomings of his internship from classroom, students'reaction, peer suggestions and his own feelings, and then puts forward his own views on the curriculum arrangement, learning situation and reading of history majors in normal universities, and finally reconstructs the history teachers in high schools. Ontological knowledge puts forward several points for attention.
Teachers are the leaders in the new curriculum. Only when teachers'ontological knowledge is reconstructed can they effectively internalize the knowledge framework of the new historical textbooks and become more skillful in teaching. They can bring the historical knowledge into full play, realize the emotional teaching, complete the three-dimensional goals of the new curriculum, and become a future-adapted one through constant learning and progress. History teachers in history teaching.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G633.51

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