初中历史主题活动课的实践与反思

发布时间：2018-03-03 23:19

本文选题：初中历史　切入点：主题活动课　出处：《广西师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：历史主题活动课(以下简称活动课)是课程改革中应运而生的新课型,它充分体现了课改的理念。《义务教育历史课程标准》(2011年版)课程基本理念指出, “鼓励自主,合作,探究式学习,倡导教师教学方式和教学评价方式的创新,使全体学生都得到发展。”同时课程标准在“内容标准”部分每个单元教学活动建议都提出2-3个探究活动建议,每册书都有3个左右活动课教学案例。从以上可以看出初中历史课程改革的宗旨是“要让学生感受理解知识产生的过程,培养学生科学精神和创新思维习惯,要重视培养学生收集处理信息能力,获取知识的能力,分析和解决问题的能力,以及团结协作和社会活动的能力。”为了实现这一目标,仅仅靠有限的常规课堂教学是不够的,而活动课的开展能较好地弥补这一缺憾,通过活动课的有效开展,激活历史教育,赋予历史以生命活力,形成知识传播和能力培养同步进行。活动课的设置是基础教育课程改革的重要内容,它不再是可有可无的课外活动,而已成为教学内容不可缺少的一部分。新课程改革推行伊始,一时之间教师们对活动课都非常热衷,在公开课教学中多有活动课的展示,但是曾几何时活动课实践和研究又沉寂下来……所以说,活动课的设置是新课改的亮点,同时也是改革的一大难点。在教学实践中仍然存在着许多问题,比如有些老师认为这样的课型相对传统课耗费太多精力,最后只能形同虚设；教学设计和实施盲目随意,既无明确的主题又无具体的组织程序和要求；缺乏科学有效的管理,把活动课上成了“自习课”或者“放羊课”；对“活动课”这类课型缺乏科学的评价体系,以至于学生积极性的调动和能力的培养成了空话等等。不少老师不愿意上或者怕上这种课,问题存在的因素是多方面的：有迫于应试教育的冲击；部分学校领导不重视；教学时间安排问题,教学资源开发与利用问题；与其他学科和其他任课教师的协调问题；与家长、社区的配合支持问题以及安全组织问题等,因此如何有效地开展活动课仍是一个值得反思和深入探讨的课题。笔者通过大量的阅读和整理众多一线教师有关活动课和初中历史活动的论述,参阅著名学者对于活动课和初中历史活动课的解读的专著和文献,对不同学校和师生通过广泛而深入地采访和问卷调查,明确初中历史主题活动课开展中存在的问题及原因进行分析。在此基础上,笔者作为中学一线教师就所在的桂林市宝贤中学初中历史活动课的开展进行案例分析,并针对不同类型的活动课提出分类教学原则。基于目前初中历史主题活动课有效教学处于两难境地,依据新课改新课程观中提出, “课程是教师,学生,教材,环境四个因素交互作用的生态系统”,本课题就初中历史主题活动课中如何有效开发利用教学资源；如何积极转换提升教师角色；如何科学培养评价学生能力；如何与应试教育兼容使这一课型常态化等方面进行深刻的反思研究,概括提炼出一些带有普遍性的、规律性的对活动课教学行之有效的教学方法和策略,使初中历史主题活动课能在不同的地区和不同类型的学校更能有效地开展,让课程改革的基本理念和宗旨落到实处,让学生真正从历史教育中汲取丰富的人文素养,培养未来成才的综合能力和潜质。
[Abstract]:Activity history classes (hereinafter referred to as the activity class) is a new course in the curriculum reform came into being, it fully embodies the standard "curriculum ideas. Compulsory education history curriculum (2011 Edition) pointed out that the basic concept of curriculum," encourage autonomy, cooperation, inquiry learning, innovative teachers teaching methods and teaching evaluation methods and make all the students develop. At the same time "curriculum standard" content standard "part of each unit teaching suggestions are put forward 2-3 research activities suggested that each book has about 3 teaching cases. From the above it can be seen that junior high school history curriculum reform aims to enable students to experience the process of knowledge understanding the cultivation of students' habit of scientific spirit and creative thinking, to develop students' ability of information collection and processing, the ability to obtain knowledge, ability to analyze and solve problems, and cooperation and The ability of social activities ". In order to achieve this goal, only by conventional classroom teaching is insufficient, and the active class development can better compensate for this shortcoming, through effective class activities, activate the history education, given the history with the vigor of life, formed the dissemination of knowledge and ability training activity classes simultaneously. The setting is an important part of the basic education curriculum reform, it is no longer not essential extracurricular activities, it has become indispensable part of the teaching content. The new curriculum reform was carried out at the beginning of a teachers are very keen on activities in the open class teaching in many activities to show, but only a short while ago activity course practice and research and quiet down. So, activity courses is the new curriculum reform highlights, but also a difficult reform. In the teaching practice, there still exist many problems, such as some The teacher believes that this type of course relative to the traditional course cost too much effort, finally only useless; teaching design and implementation of the blind random, there is no clear theme and no specific organizational procedures and requirements; lack of scientific and effective management, the class to become "ZiXiKe" or "free class"; "this type of class activities" lack of scientific evaluation system, training that the students enthusiasm and ability become empty and so on. Many teachers do not want to or even on this course, factors problems are in many aspects: under examination oriented education impact; some school leaders do not attach importance to the teaching schedule; the problem, and the use of the development of teaching resources; and coordination of other disciplines and other teachers; and parents, community support and security organization problems, so how to effectively To carry out an activity course is still worthy of discussion and in-depth reflection. The author discusses the topic of extensive reading and sorting lots of teachers about junior high school history activity classes and activities, see the famous scholar for the interpretation of activity course and junior high school history activity lesson monographs and literature, of different schools and teachers and students through extensive and in-depth interviews and questionnaire survey, analysis of problems and reasons of junior high school history lesson and carry out clearly in existence. On this basis, the author as a teacher in middle school is located in Guilin Baoxian junior high school history class to carry out case analysis, and put forward the classification principle of teaching according to different types of activities. The effective teaching activity history classes junior high school is in a dilemma based on the view on the basis of the new curriculum in the new curriculum reform, curriculum teachers, students, teaching materials, environment four factors interaction The ecological system ", the project activity history classes in junior high school how to effectively develop and utilize teaching resources; how to improve teachers' role conversion; how to cultivate students' ability of scientific evaluation; how to make this type of lesson normalization and other aspects of deep reflection and examination oriented education compatible, generalizes some universal the regularity of the activities, teaching effective teaching methods and strategies, the junior high school history lesson can be effectively carried out in different regions and different types of schools, get the basic concept and purpose of the curriculum reform carried out, let the students learn the rich humanities from the history of education, the cultivation of comprehensive ability the future development and potential.

【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.51

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