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初中历史学本课堂的构建与实施研究

Research on the Construction and Implementation of "Student-centered Learning Class" teaching Model in Middle School History Lesson

【作者】 李春梅

【导师】 陈辉;

【作者基本信息】 四川师范大学 , 学科教学(历史)(专业学位), 2018, 硕士

【摘要】 随着经济全球化时代的来临,对人才培养提出了严峻挑战,为了在激烈的人才竞争中赢得有利地位,我国对基础教育进行了全面深入的改革,学本教育作为一种新的教育理念出现在基础教育改革中。但在传统课堂下,初中历史教学仍面临的教学形式单一、师生之间缺少良性的互动、历史课堂氛围沉闷等困境。将初中历史教学与学本教育理念相结合,有助于落实学生历史学科核心素养的达成,激发学生的历史学习兴趣,培养学生的自主学习、合作探究、展示交流能力。本文在深入理解学本教育相关理论的基础上,结合历史学科特色就初中历史学本课堂的构建与实施进行研究。本文研究的主要内容有以下六个部分:第一部分,绪论。主要介绍本文选题的背景,了解学本课堂和中学历史课堂教学研究的有关研究动态,阐明本课题研究的理论价值和实践价值,明确研究方法。第二部分,学本课堂基本概念。对学本课堂的相关概念进行定义,阐述学本课堂的的理论基础。第三部分,传统课堂下初中历史教学现状分析。以传统课堂下初中历史教师教学和学生学习情况调查分析为基础,论述初中历史实施学本课堂的必要性和可行性。第四部分,初中历史学本课堂的创建。从初中历史“先学后导—问题评价”有效教学模式、建立历史小组合作团队的和多元化的课型体系三大部分对初中历史学本课堂进行创建。第五部分,初中历史学本课堂的教学策略,以具体的案例为切入点探讨初中历史学本课堂下的教师行动策略和学生行动策略,并从学生、教师、学校行政和家长层面阐述了初中历史学本课堂实施的保障。第六部分,初中历史学本课堂实施效果与反思。从学生学习成长和教师发展方面对初中历史学本课堂的实施的效果进行分析并对实施中出现的问题进行反思。

【Abstract】 With the advent of the era of economic globalization,it poses a severe challenge to the cultivation of talents.In order to win a favorable position in the fierce competition for talents,China has carried out a comprehensive and in-depth reform of basic education,and The Student-centered Learning Class has emerged as a new concept of education.In basic education reform.However,under the traditional classroom,the history teaching in junior middle school is still faced with a single form of teaching,a lack of benign interaction between teachers and students,and a dull atmosphere in the history classroom.Combining the history teaching of junior middle school with the concept of The Student-centered Learning Class helps to achieve the achievement of the core accomplishment of students’ history disciplines,inspire students’ interest in history learning,and cultivate students’ abilities of independent study,cooperative inquiry,demonstration and communication.This article is based on a deep understanding of the related theories of The Student-centered Learning Class,combined with the characteristics of historical disciplines on the construction and implementation of the history of the junior middle school.The main contents of this study are the following six parts:the first part,Introduction.It mainly introduces the background of this topic,understands the relevant research trends in the study of The Student-centered Learning Classs,clarifies the theoretical value and practical value of the research,and clarifies the research methods.The second part: the basic concept of The Student-centered Learning Class.The related concepts of The Student-centered Learning Class are defined,the theoretical basis of The Student-centered Learning Class is explained,and the third part is the analysis of the history teaching of the junior middle school in the traditional classroom.Based on the investigation and analysis of current junior middle school history teachers’ teaching and student learning,the necessity and feasibility of the implementation of the history-the Student-centered Learning Class in junior middle school are discussed.The fourth part: the creation of the classroom of junior high school history.The fourth part:the creation of the classroom of junior high school history.From the junior high school history,the “first learn,guide,and problem evaluation” effective teaching model,the establishment of a historical group cooperative team,and a diversified curriculum system will create the classroom for the history of junior middle school.The fifth part:The teaching strategies of the junior high school history class in this classroom explores the strategies of the teachers’ actions and the students’ action strategies in the history class of the junior middle school,taking specific cases as the starting point,and elaborates on the students,teachers,school administrators,and parents.The guarantee of the implementation of this class in junior high school history.The sixth part: The effect and reflection of the implementation of junior middle school history.From the aspect of student learning growth and teacher development,the effect of the implementation of the history of the junior middle school class was analyzed and the issues that appeared in the implementation were rethought.

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