【作者】 黄若静；

【导师】 周玫；

【作者基本信息】 华中师范大学 ， 教育管理， 2009， 硕士

【摘要】 新的世纪对教育提出了更新的要求,新课程标准对教师提出了更高的要求,赋予了新世纪教师新的历史使命,那么,在教学中如何将新课程理念转化为课堂教学行为的过程中,也必将发生一场传统与现实的课堂教学行为的激烈碰撞。本文在“一切为了学生,高度重视学生,全面依靠学生为旨”的生本教育理念下,结合初中历史教学的工作实际,把近三年来通过探索、思考、实践、积累、分析和反思总结的生本历史教学的实践操作以实证报告的形式呈现出来。本研究报告包括六个部分,第一部分阐述了本文的选题缘由、相关的研究现状综述、研究对象以及研究方法。第二部分阐述了生本教学的涵义,并结合基础教育课改的要求、历史新课改的目标以及历史新课改的理念,说明生本教育理念在初中历史学科运用中的可行性。第三部分是本文的重点部分,阐述了初中历史课生本教学中的四个显著特点以及初中历史课生本教学的实践操作,其中初中历史课生本教学的实践操作是第三部分的重中之重,也是本文的核心部分,该部分渗透了生本教育的理念,结合初中历史生本教学的实际操作,截取了相关的案例分析,总结出十种可行性策略与做法,分别是用讨论的方式激活课堂,点燃学生的学习兴趣;创作历史诗歌和编演历史小品,营造历史课堂情境与气氛;进行历史知识竞答,提高学生参与热情和竞争意识;敢于反诘与勤于总结,让学生做学习的主人;结合社会时事与生活现实,触动学生的学习责任;树立小组团结合作意识,传递合作技能;师生互相尊重,架起心灵的桥梁;为学生创设创新发展的舞台,享受快乐过程的成功感;制定学习计划和坚持写历史日记;把日常测试的权力交给学生并发挥评价的激励导向功能。第四部分阐述了师生在初中历史生本教学模式下所取得的成效。第五部分阐述了在生本教育教学中,要注意不能流于形式,必须落到实处;同时,也要注意严与爱的均衡。此外,还有未解决的问题略有一二,希望在日后的工作实践与科研探索中,生本历史课堂教学更能够使学生成为历史学科学习真正的主人,也坚信他们能学得更好,学得更多。更多还原

【Abstract】 The new century has brought forward newer call for education, the new course standard has brought forward higher call for the teachers, has given a new century to the new historic mission of teachers, then one tradition collides with real classroom teaching behavior fierceness, also in store in the process how to change new course idea into classroom teaching behavior in teaching. The main body of a book attach great importance to a student in "everything for the student, depend on a student to be under delicious " this life education idea all round , be tied in wedlock junior middle school history teaching job reality, close about 3 years is displayed out by the fact that the practice probing , thinking teaching deeply , carrying out, accumulating , analyzing and rethinking profoundly handles the form with demonstration report. The memoir has included six parts , Part I has set forth the main body of a book selected topic cause , the current situation resolving the scheme , pertinent go into has summed up , studied the marriage partner and research method. Part II has set forth the implication growing this teaching , the call for that union elementary education class changes , the target that new class of history changes and the idea that new class of history changes and, have shown growing feasibility in educating idea to apply to junior middle school history discipline originally. Part III is the main body of a book priority part, the practice having set forth junior middle school history notable four characteristics and this junior middle school history life teaching in growing this teaching handles, that the practice growing this teaching handles junior middle school history among them is that duplicates each other among the Part III weight, is also the main body of a book core part, idea owing a part the education having seeped through unprocessed capital, the reality growing this teaching combining with junior middle school history handles, have cut out pertinent case analysis , have summed up out ten kinds feasibility tactics and method of work, Be to use the way discussing that to activate a classroom respectively , ignite student’s study about interest; Short, simple literary or artistic creation creating history poetry and song and weaving to perform history , circumstances and atmosphere building the history classroom; The knowledge carrying out history competes to answer , improves a student participating in fervency and competes for mental consciousness; Dare to ask in retort and frequent than summing up, let a student act as the host who studies; Linking society current affair with life is real , touches student’s study about responsibility; Set up a group uniting the mental consciousness working together , transfer the technical ability working together; Teacher and student respects each other , starts rack the intelligent bridge; Be that the student creates the stage being innovative developing, the success enjoying happy process feels; Work out the diary studying a plan and persisting in writing history; Give daily testing authority to a student and bring the excitation guiding function estimating that into play. Part IV has set forth teacher and student effect teaching and learning under this history life pattern in junior middle school. Part V has expounded in this life education teaching , has needed to pay attention to being able to not become mere formality , must be carried out to the letter; Need to pay attention to the balance tight and loving at the same time , also. The problem besides, still having not solve has one or two a bit , hope is depended on in the future the job carries out and scientific research probes middle, this history of life classroom teaching is able to make a student become history discipline learning from the real host more , also firmly believe that they can be much better in studying , is more.更多还原