“神入”教学法在初中历史教学中的应用研究

发布时间：2018-03-06 09:33

本文选题：“神入”教学法　切入点：初中历史教学　出处：《渤海大学》2017年硕士论文　论文类型：学位论文

【摘要】：历史“神入”教学法是指学习者要置身于历史发展的环境中去观察历史,站在历史人物的立场上去研究历史,即“主体进入客体之中去想象客体”的教学活动。由于历史是一门较为特殊的学科,其独特性则体现在它的过去性和不可复制性。因此,对学生来说,历史既遥远又陌生,且无法对历史事件和历史人物进行直接的观察。同时,历史也有其局限性。学生学习历史是今人看古人,由于主客观因素的制约,容易对历史的认识和解释产生误解。而“神入”教学法恰好能巧妙地解决上述问题。历史“神入”教学法依据建构主义理论、人本主义理论及发现学习理论,形成自身独有的特征——想象性、参与性与情感性。其操作流程分为创设历史情境、搜集历史证据、分享研究成果和反馈教学评价四个步骤,教师通过角色扮演、故事讲解、图像想象及史料解读的方式,引导学生“神入”历史之中。本论文主要采用了文献研究法、案例分析法和实验法,通过阐述历史“神入”教学法的内涵、特征及所依据的教学理论,分析该教学法在历史教学中运用的可行性和重要性,并以《秦的统一》一课为案例进行实践探索,强调历史“神入”教学法的操作流程和具体形式,且在试点班级教学实践后提出在运用中应注意的问题。但是,要寻求如何才能将“神入”教学法更好地应用在初中历史课堂,使之与历史学科更好地融合,还需要历史教育研究者和一线教师的共同探索。
[Abstract]:The history of "Empathy" teaching method refers to learners in the history of the development of the environment to observe the history, stand up on the history in the historical position of characters, namely "the subject enters the object to imagine the object" teaching activities. Because history is a special subject, its uniqueness is reflected in it in the past and can not be copied. Therefore, for students, the history of both distant and strange, and not on the historical events and historical figures for direct observation. At the same time, history also has its limitations. Students learn history today to see the ancients, due to the restriction of subjective and objective factors, easy understanding and interpretation of history misunderstanding. "Empathy" teaching method can skillfully solve the above problems. The history of "Empathy" teaching method based on constructivism theory, learning theory and humanism theory, formed its own unique characteristics to Like, participation and emotion. The operation process is divided into the creation of the historical context, historical evidence collection, sharing of research results and feedback of teaching evaluation in four steps, the teacher through role play, story explanation, image imagination and historical interpretation way to guide students to "Empathy" history. This paper mainly uses the literature research method, case analysis method and experimental method, elaborates the historical connotation through the "Empathy" teaching method, based on the characteristics and teaching theory, the importance and feasibility analysis in history teaching in the teaching method, and to unify the case > < Qin lesson practice, operation process and the specific form of emphasis on history "Empathy" teaching method, and should be paid attention to in the application of proposed pilot class teaching practice. However, how to seek the "Empathy" teaching method is better applied in the early in history classroom, To integrate it with the history of history, it also needs the joint exploration of the historical education researchers and the teachers.

【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51

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