學案導學教學模式在初中歷史教學中的應(yīng)用

1、學案導學教學模式在初中歷史教學中的應(yīng)用 河北師范大學 碩士學位論文 學案導學教學模式在初中歷史教學中的應(yīng)用 姓名劉敬 申請學位級別碩士 專業(yè)學科教學歷史 指導教師范紅軍 20100405 摘 要 在二十一世紀的新時期隨著知識經(jīng)濟影響的擴大和深入時代對教育提出了新的 要求基礎(chǔ)教育課程改革也日益深入人心傳統(tǒng)歷史教學的弊端主要是嚴重忽視了學生 的主體地位在課堂教學中容易形成滿堂灌的填鴨式教學本文所論述的學案導學 教學模式是在長期的教學實踐中借鑒其他學科教學模式的優(yōu)點根據(jù)學生的學習過 程和學科特點摸索總結(jié)出來的歷史課堂教學的一種模式它在體現(xiàn)并落實新課程理念 促進教師專業(yè)成長創(chuàng)建高效課堂等方面具有明顯的

2、優(yōu)勢 本課題所指的學案導學教學模式是指以學案為載體以導學為方法教師的指 導為主導學生的自主學習為主體師生共同合作完成教學任務(wù)的一種教學模式簡單 來講就是用學案進行導學的課堂教學模式在實施過程中要遵循學生的主體性原則 啟發(fā)性原則滿足學生發(fā)展性原則及開放性原則同時還要了解學案編寫的一般步驟 注重學案編寫的質(zhì)量以實現(xiàn)課堂效果最優(yōu)化在新課程理念指導下的初中歷史教學中 使用學案導學教學模式的一般步驟是老師精心編好的學案一般在課前發(fā)給學生指 導學生課前自學然后課堂以小組為單位進行交流討論解決教學基本問題在此基礎(chǔ) 上教師發(fā)揮主導作用解決重點難點最后學生形成知識體系并能夠?qū)χR求異延 伸具體到課堂實踐在對初中

3、歷史教材進行分析的基礎(chǔ)上以初中歷史教學經(jīng)常使用 的兩種課型新授課和單元復習課為例說明學案導學教學模式的操作流程在這一模式 的實施過程中不免會出現(xiàn)一些問題和偏差但我相信在廣大一線教師的努力下通 過對教學理論和教育理論知識的不斷學習在提高自身專業(yè)水平的同時對這一教學模 式能夠靈活運用并不斷豐富和完善以期實現(xiàn)初中歷史課堂教學最優(yōu)化 關(guān)鍵詞 學案導學教學模式 初中歷史教學 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 學位論文原創(chuàng)性聲明 本人所提交的學位論文學案導學教學模式在初中歷史教學中的應(yīng)用是在導師 的指導下獨立進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人或集體已經(jīng)發(fā)表或撰寫過的研究成果對本文的研究做出重要 貢獻的個人和集體均已在文中標