發(fā)布時間：2019-06-18 19:29

【摘要】：隨著新課程改革的不斷深入,廣大教師越來越注重課堂教學(xué)的創(chuàng)新,探索出很多新型的教學(xué)方法和教學(xué)模式,形成了各具特色的教學(xué)風(fēng)格和教學(xué)體系。在這其中,情境教學(xué)法是當(dāng)今應(yīng)用得最為廣泛也是最受廣大教師歡迎的教學(xué)方法之一。情境教學(xué)法正是教師依據(jù)中學(xué)生的心理年齡特征,在發(fā)揮教師“主導(dǎo)性”作用的前提下,有的放矢地創(chuàng)設(shè)良好的教學(xué)情境,將歷史教學(xué)放置于一種寬松和諧的環(huán)境中,充分調(diào)動學(xué)生自主學(xué)習(xí)、合作探究的積極性,師生不斷碰撞出思維的火花,師生教學(xué)相長的過程。在當(dāng)今的課堂教學(xué)中,情境教學(xué)法不僅是推動學(xué)生主動學(xué)習(xí)的最佳策略,也是提高課堂教學(xué)質(zhì)量和教學(xué)實(shí)效性的有效途徑。但是,在具體的教學(xué)實(shí)踐中,我們發(fā)現(xiàn)教師在情境教學(xué)法的應(yīng)用上存在著一些問題：如有些教師形式上在按照新課程的要求進(jìn)行著教學(xué),但并未真正理解“新課改"的實(shí)質(zhì),因而也就無法有效地落實(shí)新課程改革的目標(biāo)要求；有些教師在運(yùn)用情境教學(xué)法的時候,只是膚淺地去創(chuàng)設(shè)情境,停留于表面,流于形式,課堂看似非常地?zé)狒[,學(xué)生們好像都“動”起來了,學(xué)生的主體作用體現(xiàn)出來了,而實(shí)際上,一節(jié)課上下來,學(xué)生對知識的掌握幾乎為零,更談不上能力的提高,有的整節(jié)課如同一盤散沙,學(xué)生們不知道上這節(jié)課的意義何在,收獲甚微,教學(xué)實(shí)效性很差,而教師更是感到無奈與困惑。所以,如何更好地使用情境教學(xué)法,如何提高情境教學(xué)的實(shí)效性,這些問題是擺在教師面前亟待解決的問題,據(jù)此,對情境教學(xué)法在初中歷史教學(xué)過程中出現(xiàn)的問題及其解決策略的研究就顯得尤為重要了。
[Abstract]:With the deepening of the new curriculum reform, the majority of teachers pay more and more attention to the innovation of classroom teaching, explore many new teaching methods and teaching models, and form their own teaching styles and teaching systems. Among them, situational teaching method is one of the most widely used and popular teaching methods. According to the psychological age characteristics of middle school students, situational teaching method is a process in which teachers create a good teaching situation and place history teaching in a loose and harmonious environment according to the psychological age characteristics of middle school students, which fully arouses the enthusiasm of students' independent learning and cooperative inquiry, the continuous collision of teachers and students into the spark of thinking, and the long process of teaching between teachers and students. In today's classroom teaching, situational teaching method is not only the best strategy to promote students' active learning, but also an effective way to improve the quality and effectiveness of classroom teaching. However, in the specific teaching practice, we find that there are some problems in the application of situational teaching method: for example, some teachers are teaching in accordance with the requirements of the new curriculum, but they do not really understand the essence of the "new curriculum reform", so they can not effectively implement the objectives and requirements of the new curriculum reform; When some teachers use situational teaching method, they just superficial to create situations, stay on the surface, just form, the classroom seems to be very lively, students seem to "move" up, the main role of students is reflected, but in fact, in a class, students' mastery of knowledge is almost zero, not to mention the improvement of ability, some of the whole class is like a scattered sand. Students do not know the significance of this class, the harvest is very small, the effectiveness of teaching is very poor, and teachers feel helpless and confused. Therefore, how to make better use of situational teaching method and how to improve the effectiveness of situational teaching are the problems to be solved urgently in front of teachers. Therefore, it is particularly important to study the problems and solving strategies of situational teaching method in the process of junior high school history teaching.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.51

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