學(xué)案導(dǎo)學(xué)教學(xué)模式在初中歷史教學(xué)中的應(yīng)用

1、學(xué)案導(dǎo)學(xué)教學(xué)模式在初中歷史教學(xué)中的應(yīng)用 河北師范大學(xué) 碩士學(xué)位論文 學(xué)案導(dǎo)學(xué)教學(xué)模式在初中歷史教學(xué)中的應(yīng)用 姓名劉敬 申請(qǐng)學(xué)位級(jí)別碩士 專業(yè)學(xué)科教學(xué)歷史 指導(dǎo)教師范紅軍 20100405 摘 要 在二十一世紀(jì)的新時(shí)期隨著知識(shí)經(jīng)濟(jì)影響的擴(kuò)大和深入時(shí)代對(duì)教育提出了新的 要求基礎(chǔ)教育課程改革也日益深入人心傳統(tǒng)歷史教學(xué)的弊端主要是嚴(yán)重忽視了學(xué)生 的主體地位在課堂教學(xué)中容易形成滿堂灌的填鴨式教學(xué)本文所論述的學(xué)案導(dǎo)學(xué) 教學(xué)模式是在長(zhǎng)期的教學(xué)實(shí)踐中借鑒其他學(xué)科教學(xué)模式的優(yōu)點(diǎn)根據(jù)學(xué)生的學(xué)習(xí)過(guò) 程和學(xué)科特點(diǎn)摸索總結(jié)出來(lái)的歷史課堂教學(xué)的一種模式它在體現(xiàn)并落實(shí)新課程理念 促進(jìn)教師專業(yè)成長(zhǎng)創(chuàng)建高效課堂等方面具有明顯的

2、優(yōu)勢(shì) 本課題所指的學(xué)案導(dǎo)學(xué)教學(xué)模式是指以學(xué)案為載體以導(dǎo)學(xué)為方法教師的指 導(dǎo)為主導(dǎo)學(xué)生的自主學(xué)習(xí)為主體師生共同合作完成教學(xué)任務(wù)的一種教學(xué)模式簡(jiǎn)單 來(lái)講就是用學(xué)案進(jìn)行導(dǎo)學(xué)的課堂教學(xué)模式在實(shí)施過(guò)程中要遵循學(xué)生的主體性原則 啟發(fā)性原則滿足學(xué)生發(fā)展性原則及開(kāi)放性原則同時(shí)還要了解學(xué)案編寫(xiě)的一般步驟 注重學(xué)案編寫(xiě)的質(zhì)量以實(shí)現(xiàn)課堂效果最優(yōu)化在新課程理念指導(dǎo)下的初中歷史教學(xué)中 使用學(xué)案導(dǎo)學(xué)教學(xué)模式的一般步驟是老師精心編好的學(xué)案一般在課前發(fā)給學(xué)生指 導(dǎo)學(xué)生課前自學(xué)然后課堂以小組為單位進(jìn)行交流討論解決教學(xué)基本問(wèn)題在此基礎(chǔ) 上教師發(fā)揮主導(dǎo)作用解決重點(diǎn)難點(diǎn)最后學(xué)生形成知識(shí)體系并能夠?qū)χR(shí)求異延 伸具體到課堂實(shí)踐在對(duì)初中

3、歷史教材進(jìn)行分析的基礎(chǔ)上以初中歷史教學(xué)經(jīng)常使用 的兩種課型新授課和單元復(fù)習(xí)課為例說(shuō)明學(xué)案導(dǎo)學(xué)教學(xué)模式的操作流程在這一模式 的實(shí)施過(guò)程中不免會(huì)出現(xiàn)一些問(wèn)題和偏差但我相信在廣大一線教師的努力下通 過(guò)對(duì)教學(xué)理論和教育理論知識(shí)的不斷學(xué)習(xí)在提高自身專業(yè)水平的同時(shí)對(duì)這一教學(xué)模 式能夠靈活運(yùn)用并不斷豐富和完善以期實(shí)現(xiàn)初中歷史課堂教學(xué)最優(yōu)化 關(guān)鍵詞 學(xué)案導(dǎo)學(xué)教學(xué)模式 初中歷史教學(xué) 應(yīng)用 3 Abstract Coming to the 21th century-a new periodwith the expansion and deep-going of the economic influence the

4、 modern time raised new requirement to education and the reformation of the basic education course is slowly filtering into peoples minds The main disadvantage of the traditional history teaching is neglect to the subject status of studentand easily form the spoon feeding teaching The teaching mode

5、of the learning-plan-teaching in this thesis draws on the advantages of other teaching mode according to the students learning process and academic characteristics explore summed up as a model the history lesson teaching during long teaching practice It embodies the concept and implementation of new

6、 curriculum showing obvious advantages in promoting professional growth of teacher creating high class and other aspects The teaching mode of the learning-plan-teaching in this thesis supported by learning casefollowing the method of guiding teachingtake teachers guiding as dominant the students aut

7、onomic learning as the main body the teachers and students finished together simply said that is the teaching mode of the learning-plan-teaching During the practice we must follow to the subject status of student principles inspiring principles the principle meeting the students development and the

8、openness principle Meanwhile we need understand the normal steps of learning case pay attention to its quality and achieves optimum results of teaching Under the guidance of new course conceptthe normal step of using teaching mode of the learning-plan-teaching in history teaching of junior middle sc

9、hool is teaching prepaid the learning case and hand out before classguide students self-learning and communicated in group after classsolve the basic question of teaching And on this basis teachers take a leading role solve the main and hard aspects The students form knowledge system finally and can

10、 expand knowledge While in class practice on the base of analysis to history textbook of junior middle school there are two style of history lesson teaching new lessons and unit review take these as simple to introduce the progress of teaching mode of the learning-plan-teaching During the process of

11、 this mode it is hard to avoid some problems and deviationsbut we believe that with the hard work of teacher and 4 long term of teaching mode learning on the hand of promoted their own professional and could achieve optimum results of teaching Key words Teaching mode of the learning-plan-teaching history teaching of junior middle school application 5 學(xué)位論文原創(chuàng)性聲明 本人所提交的學(xué)位論文學(xué)案導(dǎo)學(xué)教學(xué)模式在初中歷史教學(xué)中的應(yīng)用是在導(dǎo)師 的指導(dǎo)下獨(dú)立進(jìn)行研究工作所取得的原創(chuàng)性成果除文中已經(jīng)注明引用的內(nèi)容外本 論文不包含任何其他個(gè)人或集體已經(jīng)發(fā)表或撰寫(xiě)過(guò)的研究成果對(duì)本文的研究做出重要 貢獻(xiàn)的個(gè)人和集體均已在文中標(biāo)