加涅“教学九阶段”模型在高校《中学历史教学法》课程设计中的运用——以“三线建设”为例进行的教学实践  被引量:2

Gagné’s nine steps of instruction model’s character in history teaching at middle school——Take the teaching of “third-line construction” as an example

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作  者:孙巍溥 Sun Weipu(School of Tourism and Historical Culture,Liupanshui Normal University,Liupanshui 553001,China)

机构地区:[1]六盘水师范学院旅游与历史文化学院

出  处:《六盘水师范学院学报》2020年第1期109-114,共6页Journal of Liupanshui Normal University

基  金:2016年度全国教育科学“十三五规划”教育部重点课题“翻转教学形态的变革与创新研究”(DHA160378)专项课题“‘三线建设’历史文化教学与旅游资源开发研究”(FZGZ1811966);2017年度六盘水师范学院第一批重点培育学科建设项目“中国史”(LPSSYZDPYXK201703);2018年度六盘水师范学院重点专业建设项目“历史学”(LSZDZY2018-02)

摘  要:基于加涅"教学九阶段"模型制定的《中学历史教学法·历史学科核心素养的内涵》教学设计,在保留了部分传统经验教育学特点的同时,初步实现了现代理想教育学的研究理路。经过前三阶段短暂的复习导入后,对历史学科核心素养内涵的传统式讲授,成为第四阶段的教学重点。经过以"三线建设"为实例的第五、六阶段的启发和七、八阶段的探究式教学,到了第九阶段,学生已经具备了将所学内容"迁移转化"的能力。加涅的"教学九阶段"模型优点突出但也存在明显短板,因此必须在理想化研究视域下扬其长、补其短,真正做到"洋为中用",方能使其在探索适应中国具体教育教学情境的课程改革中发挥应有的作用。Based on the "Nine Steps of Instruction" model of Gagné, the teaching design of "History Teaching Method and Core Literacy" has initially realized the research path of modern ideal teaching method, while retaining the characteristics of some traditional experience-based method. After a brief review and introduction(the first three stages), the traditional teaching of the history subject’s core literacy has become the focus of the fourth stage. Taking the "Three-line Construction" as an example, after the fifth and sixth stages on stimulus and the seventh and eighth stage on inquiry-based teaching, in the ninth stage, students have the ability to "transfer and transform" the content they have learned. Gagné’s "Nine Steps of Instruction" model has outstanding advantages,but it also has obvious shortcomings. Therefore, it is necessary to improve it in the idealization research view so that it would be adapted and effectively used in curriculum reform in China.

关 键 词:加涅“教学九阶段”模型 中学历史教学法 历史学科核心素养 “三线建设” 

分 类 号:G642[文化科学—高等教育学]

 

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