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随着现代教育技术的不断发展,先进的多媒体计算机和具有多种教学功能的网络通讯技术被逐步引入课堂,为教师在课堂教学中创设崭新的教学情景提供了有利的条件。现代建构主义理论把“情景”、“协作”、“会话”、“意义建构”作为学习环节的四大要素,强调创设真实情景,把情景创设看作是“意义建构”的必要前提,并作为教学设计的最重要内容之一。如何借助现代教育技术的功能,通过创设合理的教学情景,达到改革课堂教学、提高教学实效的目的?近年来,我校开始了《运用现代教育技术,加快历史课堂教学改革》课题的探索实践。经过几年的教学实践,笔者对历史课堂教学中如何运用现代教育技术手段,有效创设教学情景,有了一些粗浅的认识和体会。
With the continuous development of modern educational technology, advanced multimedia computers and network communication technologies with multiple teaching functions are gradually introduced into the classroom, providing favorable conditions for teachers to create new teaching scenarios in classroom teaching. Modern constructivist theory regards “scenarios”, “collaboration”, “conversation”, and “meaning construction” as the four elements of the learning process, emphasizing the creation of real situations, and the creation of scenarios as “” The necessary prerequisites for the construction of meaning, and as one of the most important contents of instructional design. How can we use the function of modern education technology to create a reasonable teaching scenario to achieve the goal of reforming classroom teaching and improving the effectiveness of teaching? In recent years, our university has begun the exploration and practice of the subject of “Using Modern Educational Technology to Accelerate the Reform of Historical Classroom Teaching”. After several years of teaching practice, the author has had some superficial understanding and experience of how to use modern educational techniques and how to effectively create teaching scenes in history classroom teaching.