差异教学在初中历史教学中的实践

发布时间：2018-01-24 22:21

本文关键词： 差异教学初中历史课实践研究学生个性差异　出处：《扬州大学》2016年硕士论文　论文类型：学位论文

【摘要】：初中历史差异教学是指在初中历史的班集体教学中立足于学生个性的差异,满足学生个别学习的需要,以促进每个学生在原有基础上得到充分发展的教学。目前为止,差异教学在国内外都有所展开,它可以满足当今社会对人才需求多样化的要求,也是现代教育理论发展的诉求,符合我国基础教育改革的理念。本文包括前言和三个章节。前言分析了笔者开展初中历史差异教学研究的缘起,国内外研究的现状,研究的意义以及研究的创新点。第一章论述“初中历史教学实施差异教学的前提”。要想实施差异教学,首先要认识初中生的个体差异以及学习中表现出来的差异,了解评价个体差异的分析方法；其次,开展差异教学,还要了解差异教学的理论基础；最后,只有具备了实施差异教学所需要的环境,才能顺利开展差异教学。第二章论述“初中历史差异教学策略”。了解学生的个性差异,准备好实施教学差异的环境只是差异教学的第一步,而第二步就是要熟悉初中历史差异教学策略,熟悉其原则,了解教师的作用以及评价的方式。第三章论述“初中历史差异教学的实践”。笔者从理论认识和实践操作两个层面把学生的差异作为有利的教学资源融入到初中历史课堂的教学当中,积极探索初中历史差异教学的课堂模式,如差异教学下的合作探究学习,集体教学下的课堂分层教学等,并列举了一篇典型的教学案例设计。总之,本文从历史差异教学的角度,运用教育心理学、课程与教学论、历史教育学等相关理论,借鉴国外的研究成果以及自己多年的教学实践,对初中历史差异教学的实践问题进行了初步的探讨。
[Abstract]:Junior high school history difference teaching means that in the junior middle school history class collective teaching, based on students' personality differences, to meet the needs of individual learning students. In order to promote each student to get the full development of teaching on the basis of the original. So far, differential teaching has been carried out both at home and abroad, it can meet the needs of the diverse needs of today's society. It is also the demand of the development of modern education theory, in line with the concept of basic education reform in China. This paper includes the preface and three chapters. The preface analyzes the origin of the author's research on the history difference teaching in junior high school. The first chapter discusses "the premise of implementing differential teaching in history teaching in junior high school". First of all, we should understand the individual differences of junior high school students and the differences in learning, and understand the analysis methods to evaluate individual differences. Secondly, to carry out differential teaching, we should also understand the theoretical basis of differential teaching; Finally, only if we have the necessary environment to carry out the differential teaching, can we carry out the differential teaching successfully. The second chapter discusses the "junior middle school history difference teaching strategy" and understands the students' personality differences. To prepare for the implementation of teaching difference environment is only the first step of differential teaching, and the second step is to be familiar with junior high school history difference teaching strategy, familiar with its principles. Understand the role of teachers and the way of evaluation. Chapter three discusses the practice of "History difference Teaching in Junior Middle School" The author integrates the difference between students as a beneficial teaching resource into the history classroom teaching of junior high school from the two aspects of theory and practice. Actively explore the classroom model of history differential teaching in junior high school, such as cooperative inquiry learning under differential teaching, classroom stratified teaching under collective teaching, and enumerate a typical teaching case design. From the point of view of historical difference teaching, this paper uses the relevant theories of educational psychology, curriculum and teaching theory, history pedagogy and so on, and draws lessons from the research results of foreign countries as well as their own teaching practice for many years. This paper discusses the practice of history difference teaching in junior middle school.
【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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