初中历史教学中PBL教学模式应用研究

发布时间：2018-06-27 17:45

本文选题：初中历史 + PBL教学模式　；参考：《渤海大学》2017年硕士论文

【摘要】：PBL是一种旨在培养学生历史思维能力而采用的教学模式。在课堂教学中,教师把历史教学中的问题呈现在学生面前,为学生营造出民主、融洽的学习氛围,引导学生充分发挥主观能动性,使问题得到一一解决。通过这种教学模式,能降低学生的依赖心理,促进他们主动分析问题、提升自主学习能力。在历史课堂中运用PBL教学模式,可以给学生带来耳目一新的感觉,改善“教”与“学”的现状,充分地调动学生的积极性。这种新的教学模式对推进教学改革,提高学生的历史教育有重大帮助。论文主要采用了文献研究法、问卷调查法、访谈法探究了PBL在历史教学中的应用情况,在弄清PBL教学模式概念、内涵的基础上,结合国内外有关PBL教学模式的相关实践理论,概括PBL教学模式具有问题性、主体性、合作性的特点,分析出这种新型教学模式具有焕发课堂新活力、转变教师角色和注重探究过程的优势。但是,通过实际调查发现PBL教学模式在初中历史课堂教学实际运用中存在一系列的问题,例如上历史课时学生的主动性较低、缺少问题意识、不能很好地配合教师教学,教师设计的问题和对教学节奏的掌控都影响着PBL教学模式在历史学科中的应用。分析其原因主要是历史教学没有得到应有的重视,历史教师也对PBL教学模式缺乏正确认识,再加上学生学习历史方法单一等一些因素,导致PBL模式在初中历史教学中存在着不足之处。论文结合初中历史教学实践,充分发挥PBL教学模式在历史教学中的真正作用,探讨有效运用PBL教学模式应遵循的基本步骤,即:创设历史问题情境、自主探究历史问题、小组合作突破历史难点、深化理解历史知识和进行科学历史学习评价,建构一篇完整的PBL初中历史教学案例,对提高历史教学的实效性有重大意义。
[Abstract]:PBL is a kind of teaching mode which aims to cultivate students' historical thinking ability. In classroom teaching, teachers present problems in history teaching to students, create a democratic and harmonious learning atmosphere for students, guide students to give full play to their subjective initiative, and solve the problems one by one. Through this teaching mode, students can reduce their dependence psychology, promote their active analysis of problems and improve their autonomous learning ability. The application of PBL teaching mode in history classroom can bring fresh feeling to students, improve the present situation of "teaching" and "learning", and fully arouse students' enthusiasm. This new teaching mode is of great help to promote teaching reform and improve students' history education. This paper mainly adopts the methods of literature research, questionnaire survey and interview to explore the application of PBL in history teaching. On the basis of clarifying the concept and connotation of PBL teaching mode, combining with the relevant practical theories about PBL teaching model at home and abroad, the paper discusses the application of PBL in history teaching. This paper summarizes the characteristics of PBL teaching model which is problematic, subjective and cooperative, and analyzes the advantages of this new teaching model in coruscating the new vitality of classroom, changing the teacher's role and paying attention to the process of inquiry. However, through the actual investigation, it is found that there are a series of problems in the practical application of PBL teaching mode in history classroom teaching in junior high school. For example, the students' initiative in history class is low, they lack problem consciousness, and they can not cooperate well with teachers' teaching. The problem of teacher design and the control of teaching rhythm affect the application of PBL teaching model in history. The main reasons for this analysis are that history teaching has not received due attention, history teachers lack correct understanding of PBL teaching mode, and some factors, such as students' single method of learning history, and so on. Lead to PBL model in junior high school history teaching there are shortcomings. Combining with the practice of history teaching in junior high school, the paper gives full play to the real role of PBL teaching mode in history teaching, and probes into the basic steps to be followed in the effective use of PBL teaching model, that is, to create a historical problem situation and to explore historical problems independently. It is of great significance to improve the effectiveness of history teaching by working together to break through the historical difficulties, deepen the understanding of historical knowledge and carry out the evaluation of scientific history learning, and construct a complete history teaching case of PBL junior high school.
【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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