抛描式教学在中学历史教学中的运用

发布时间：2017-12-26 18:39

本文关键词：抛描式教学在中学历史教学中的运用　出处：《扬州大学》2016年硕士论文　论文类型：学位论文

【摘要】：21世纪初,我国开始实行新的课程改革,新课改要求突出“以人为本”,重视学生全面素质的发展,但我国至今仍没有实现从“应试教育”到“素质教育”的全面转变。在“应试教育”的影响下,中学历史教学多采用传统式教学。传统式教学的课堂,教师拥有绝对权威,“满堂灌”的课堂师生几乎零交流,整个课堂气氛沉闷。显然,实施这样的教学模式,难以促进学生历史素质的形成。传统式教学中的某些做法已不适应新课改的要求,因此需要选择一种新的适应新课改要求的教学模式,而抛锚式教学作为符合新课改要求的新型教学模式受到我国学者的关注。20世纪90年代兴起的建构主义理论,在国外得到了广大学者的推崇和认可,并得到了很好的发展。这种理论渐渐传播到我国,引起了我国学者的关注,我国教育界的广大学者开始将其运用到教学研究工作中。其中抛锚式教学作为建构主义学习理论下的一种重要的教学模式,它强调在课堂上创设真实事件或问题的情境,将教学内容带入情境中,学生通过真实的情境分析问题、探究和解决问题,建构属于自身的历史知识。中学历史教学中运用抛锚式教学不仅能够激发学生学习历史的积极性,也能够提高学生发现问题、分析问题及解决问题的能力,同时对于教师教学素养的提高也有所帮助。本文主要研究抛锚式教学在中学历史教学中的运用。首先对抛锚式教学的定义、特点、理论渊源、基本环节及抛锚式教学在中学历史教学中运用的依据及意义进行了概述。其次通过问卷调查的形式对抛锚式教学在中学历史教学中的现状进行了调查分析,并通过与传统式教学的课堂案例比较分析及教师的小访谈,得出抛锚式教学在中学历史教学中的有效运用及优势,通过对抛锚式教学案例的分析为其他教师提供更多的教学案例参考。最后通过调查分析的结论总结出抛锚式教学在中学历史教学中的运用策略,即如何将抛锚式教学的优势有效的运用到中学历史教学中。抛锚式教学中以“锚”为重点,以“锚”引导教学活动,总结出“锚”的设计策略；搭建“脚手架”的策略总结得出教师如何与学生合理有效的完成抛锚式教学课堂。本文最终得出的结论：抛锚式教学在中学历史教学中的运用,有利于学生吸收、掌握和理解历史知识,有利于提高学生发现问题、分析问题及解决问题的能力,也有利于提高教师的教学素养。
[Abstract]:In the early twenty-first Century, our country began to implement new curriculum reform. The new curriculum reform highlighted the "people-oriented" and the development of students' overall quality, but our country has not yet achieved a comprehensive transformation from "exam oriented education" to "quality education". Under the influence of "examination oriented education", traditional teaching is mostly used in the history teaching of middle school. The traditional classroom teaching, teachers have absolute authority, "cramming" almost zero exchange between teachers and students in the classroom, the classroom atmosphere is dull. Obviously, the implementation of such a teaching model is difficult to promote the formation of students' historical quality. Some practices in traditional teaching have not adapted to the requirements of the new curriculum reform. Therefore, we need to choose a new teaching mode adapted to the new curriculum requirements, and throw anchor teaching as a new teaching mode that meets the requirements of the new curriculum reform has been concerned by Chinese scholars. The constructivist theory, which rose in 1990s, has been praised and recognized by many scholars in foreign countries, and has been well developed. This theory has gradually spread to our country, which has attracted the attention of Chinese scholars. Many scholars in the educational circles of our country have begun to apply it to the work of teaching and research. The anchored instruction of constructivism learning as an important teaching mode under the theory, it emphasizes the creation of real events or problems in the classroom context, the teaching content into context, the student to analyze the question, to explore and solve the problem through the real situation, the construction belongs to own historical knowledge. The application of anchored instruction in middle school history teaching can not only stimulate students' enthusiasm for learning history, but also improve students' ability to discover, analyze and solve problems, and at the same time, help teachers improve their teaching quality. This article mainly studies the application of anchor style teaching in the history teaching of middle school. First, the definition, characteristics, theoretical origin, basic links and the basis and significance of anchored instruction in middle school history teaching are summarized. Secondly, the status of the anchored instruction in history teaching in middle school were investigated through questionnaires, interviews and small compared with the traditional teaching of the classroom case analysis and comparison of teachers, the effective use of anchored instruction in history teaching in middle school and advantages, through the analysis of anchored instruction for other cases teachers with more teaching case reference. Finally, through the conclusion of investigation and analysis, we summarize the strategy of throwing anchor teaching in middle school history teaching, that is, how to effectively apply the advantages of anchored instruction to middle school history teaching. Anchored teaching is focused on anchoring, guided by "anchor", teaching strategy is summarized, and scaffolding strategy is established to conclude how to finish anchored teaching class with students effectively and effectively. The final conclusion is that the application of anchored instruction in middle school history teaching helps students absorb, master and understand historical knowledge, improve students' ability of finding problems, analyzing problems and solving problems, and improving teachers' teaching quality.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.51

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