支架式教学模式在高中历史教学中的运用

发布时间：2018-06-10 03:07

本文选题：支架式教学 + 高中历史教学　；参考：《扬州大学》2016年硕士论文

【摘要】：目前,高中历史教学过程中,不管是教师还是学生,都存在死记硬背的认识误区,学生对上历史课的兴趣不高也不够重视,其历史成绩也不是很乐观。如何改善高中历史教学方法成为了一项迫切而重要的任务。新课改要求学生学习方式的转变,倡导学生主动学习,在多样化、开放式的环境中,充分发挥学生的主体性和积极性,培养学生自主学习的意识和能力。这些教育理念与支架式教学的观念是不谋而合的。支架式教学与具体学科的应用研究还不够普遍,而与历史教学的结合运用就更为鲜见。因此,本文将支架式教学模式引入到高中历史教学中,并尝试进行实验探究。本文共分为四个部分。第一部分引言。在引言中对选题的缘由、研究现状、思路与方法、创新与不足进行阐述。第二部分理论研究。对支架式教学的内涵及特点、基本环节、支架的类型做个比较详细的介绍,从而对支架式教学模式有个整体的认识。第三部分实验研究。本文结合前人的研究成果,运用实验数据、问卷调查和案例分析等方法检验支架式教学模式在高中历史教学中的有效性。第四部分反思。在依据实验结果和问卷调查的基础上,结合教学实际进行思考,提出高中历史课堂上运用支架式教学的几点想法和建议,希望能够给广大高中历史教师提供些许参考和启示。最后,对于支架式教学模式在高中历史教学中的运用情况,本文通过对实验结果和调查问卷的分析并结合教学实际得出以下几点结论。第一,支架式教学激发了学生对历史的学习兴趣,满足了学生心理安全感的需求,使得学生参与课堂活动的积极性得以提高。而且,伴随着合作交流的深入,学生逐渐克服了紧张隋绪,对于课堂的归属感也不断增强。第二,支架式教学提升了学生的历史成绩和自信心。通过教学实验,可以发现,实验班的成绩得到了明显的提高,特别是中等偏下的学生,增强了他们对于历史学习的信心；而且,学生还在合作交流、小组协作等互动形式中形成了积极进取、团结合作等优秀的心理品质,从而增强了学生对自己人生的信心。第三,支架式教学有利于培养学生的自主学习的意识和能力。在支架式教学中,轻松愉快的课堂活动,使得学生的个性自由得到释放,各自发挥自己的主观能动性和优势,在相互讨论的过程中,不仅促进了学生历史学习能力的提高,更开阔了学生的思维和视野,养成了合作学习和自主学习的习惯。
[Abstract]:At present, in the course of history teaching in senior high school, whether teachers or students, there is a misunderstanding of rote memorization, students' interest in history lesson is not high enough, and their historical achievement is not very optimistic. How to improve high school history teaching method has become an urgent and important task. The new curriculum reform requires the change of students' learning style, advocates students' active learning, fully exerts students' subjectivity and enthusiasm in a diversified and open environment, and cultivates students' consciousness and ability of independent learning. These educational concepts coincide with those of scaffolding teaching. The application of scaffolding teaching and specific subjects is not common enough, and the combination of history teaching and learning is even less common. Therefore, this paper introduces the scaffolding teaching model into the history teaching of senior high school, and tries to explore the experiment. This paper is divided into four parts. The first part is introduction. In the introduction, the reasons, research status, ideas and methods, innovation and shortcomings are discussed. The second part is the theoretical research. This paper gives a detailed introduction to the connotation and characteristics, basic links and types of scaffolding teaching, so as to have an overall understanding of the scaffold teaching mode. The third part is the experimental research. Based on the previous research results, this paper uses experimental data, questionnaires and case studies to test the effectiveness of the scaffolding teaching model in senior high school history teaching. Part four: reflection. Based on the results of the experiment and the questionnaire survey, this paper puts forward some ideas and suggestions on the use of scaffolding teaching in senior high school history classroom, hoping to provide some reference and inspiration to the vast number of senior high school history teachers. Finally, as to the application of the scaffolding teaching model in senior high school history teaching, this paper draws the following conclusions by analyzing the experimental results and questionnaire and combining with the teaching practice. First, scaffolding teaching stimulates students' interest in learning history, meets the needs of students' psychological security, and improves the enthusiasm of students to participate in classroom activities. In addition, with the deepening of cooperative communication, students gradually overcome the tension Sui Xu, the sense of belonging to the classroom is also growing. Second, scaffolding teaching promotes students' historical achievement and self-confidence. Through teaching experiments, it can be found that the results of the experimental class have been significantly improved, especially among the students at the lower middle level, which has enhanced their confidence in the study of history; moreover, the students are still cooperating and exchanging. Group cooperation and other forms of interaction form positive and enterprising, solidarity and cooperation and other excellent psychological qualities, thus enhancing students' confidence in their own life. Thirdly, scaffolding teaching is helpful to cultivate students' consciousness and ability of self-learning. In the scaffolding teaching, the relaxed and pleasant classroom activities release the students' personality and give full play to their subjective initiative and advantages. In the process of mutual discussion, they not only promote the improvement of students' learning ability in history, but also improve the students' ability to learn history. It also broadens the students' thinking and vision, and forms the habit of cooperative learning and autonomous learning.
【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

【参考文献】