中学历史人性化教育研究

发布时间：2019-02-24 12:21

【摘要】：倡导教育回归人性，实现人性化教育，是当代教育的主题。中学历史学科的人性化教育，不仅能够使学生掌握历史基本知识，具备学习举一反三的基本方法与基本技能，而且还能使学生学会客观、全面、从一定历史高度认识问题，从而实现学生身心全面发展。中学历史教育功能作用的发挥，也要依赖这个目标的实现程度。笔者认为，，实施中学历史人性化教育，既是基于当前社会政治、经济发展的要求，也是基于新课程改革的要求，同时还鲜明地体现了历史学科的价值与功能。遗憾的是，当前中学历史人性化教育还存在一定的问题，例如部分教师以知识传授为主，忽视学生创造力与情感因素的培养；以我为主，忽视学生的主体性；受到考试制度的影响制约，教学方法选择存在问题等。这些因素都不利于中学历史人性化教育的有效实施。本文从中学历史人性化教育的概念界定入手，对人性化教育的理论基础、中学历史人性化教育的基本原则以及中学历史人性化教育的实施途径与方法等方面进行了探索。除前言和结语外，本文共包括五部分内容：第一部分为概念的界定。笔者通过对其他研究人的研究进行总结概括，提出自己对“人性”、“人性化教育”以及“中学历史人性化教育”的概念理解。第二部分为人性化教育的理论来源。笔者分别从教育学基础、心理学基础以及马克思主义哲学角度进行阐述，提供理论支持。第三部分为中学历史人性化教育存在的问题及成因分析。笔者结合当前中学历史人性化教育的现状，发现存在的问题，并从传统因素与现实因素两方面来分析问题成因。第四部分为中学历史人性化教育所应遵循的基本原则，包括主体性原则、全面性原则、发展性原则和情感性原则等。第五部分为中学历史人性化教育的实施途径与方法。笔者分别从树立人性化的教育理念，制定人性化的教学目标、选择人性化的教学方法、开展人性化的课外活动和采用人性化的评价方式等方面进行阐述。
[Abstract]:Advocating the return of education to human nature and realizing humanized education are the themes of contemporary education. The humanized education of history in middle school can not only enable students to master the basic knowledge of history and have the basic methods and skills to learn from one another, but also enable students to learn to be objective, comprehensive and understand problems from a certain historical height. In order to achieve the students' physical and mental development. The function of middle school history education also depends on the degree of realization of this goal. The author believes that the implementation of humanized education in middle school history is not only based on the requirements of the current social and economic development, but also on the requirements of the new curriculum reform. At the same time, it clearly reflects the value and function of the history subject. Unfortunately, there are still some problems in humanized education of history in middle school. For example, some teachers give priority to knowledge imparting, neglecting the cultivation of students' creativity and emotion, giving priority to ourselves, ignoring students' subjectivity, and so on. Restricted by the examination system, there are problems in the choice of teaching methods. These factors are not conducive to the effective implementation of humanistic education in middle school history. Starting with the definition of the concept of humanized education in middle school history, this paper explores the theoretical basis of humanization education, the basic principles of humanized education in middle school history, and the ways and methods of implementing humanized education in middle school history. In addition to the preface and conclusion, this paper includes five parts: the first part is the definition of the concept. By summing up the research of other researchers, the author puts forward his own understanding of the concepts of "human nature", "humanized education" and "humanized education in middle school history". The second part is the theoretical source of humanized education. The author expatiates from the angle of pedagogy, psychology and Marxist philosophy to provide theoretical support. The third part analyzes the problems and causes of humanized education in middle school history. Combining with the present situation of humanized education in middle school history, the author finds out the existing problems, and analyzes the causes of the problems from the aspects of traditional factors and realistic factors. The fourth part is the basic principles which should be followed in the humanization education of middle school history, including the principle of subjectivity, the principle of comprehensiveness, the principle of development and the principle of emotion. The fifth part is the implementation way and method of humanized education in middle school history. The author sets forth the humanized educational idea, formulates the humanized teaching goal, selects the humanized teaching method, develops the humanized extracurricular activities and adopts the humanized evaluation method, etc.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G633.51

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