布卢姆论文：布卢姆“掌握学习”教学理论中学历史教学教学质量

布卢姆论文：布卢姆 “掌握学习”教学理论 中学历史教学 教

学质量

【中文摘要】近几年,以学生发展为本的中学新课程改革正在全国范围内逐步地实施普及,中学历史教育教学在这个变革时期也同样取得了很大进步,但其在改革的实践与发展过程中仍然面临着很多困扰和亟待解决的问题,比如教师多受学生成绩呈正态分布这一传统观点的影响而没有给予学生足够的信任和鼓励,教学目标笼统且缺乏层次性,忽视了对学生非智力因素的培养,教育评价甄别与选拔的功能依旧占据着主导地位,在一定程度上打击了学生的学习积极性,同时课堂教学中缺乏有效的反馈与矫正,并不能很好地做到因材施教,因此,影响了中学历史教学质量的大面积提高。而布卢姆提出的“掌握学习”教学理论则是一套经实践检验较为有效的个别化教学理论,它以班级集体教学为基本形式,以“人人都能学习”这一信念为基础,注重及时而有效的反馈与矫正环节,为每位学生提供充足的学习时间和个别帮助,使每一个学生都能达到课程目标所规定的标准和一定的学习水平。在实施素质教育的今天,面对当前中学历史教学中出现的问题和困境,再次研究“掌握学习”教学理论,并将其运用到中学历史教学中,将有利于解决集体教学与个别差异之间的矛盾和大量历史学困生存在的问题,能够促进中学历史教学质量的大面积提升和中学生素质的全面提高,满足了新课改的教育理念和要求。本文的主要工作:1通过访谈、问卷调查和文献检索等方法反映当前中学生的历史 课程学习情况,并进一步分析学生在历史学习中存在的困难和历史教学中存在的问题。2在参考了大量文献和相关研究成果的基础上,对“掌握学习”教学理论进行了较为全面的介绍和分析。3结合着列举出的相关例子,针对该如何将“掌握学习”教学理论运用到中学历史课堂教学实际中,做了详细的研究和阐述。4分析并叙述“掌握学习”教学理论存在的不足之处,据此,进一步指出当前的中学历史教学在应用该理论的同时应注意在哪些方面进行改善和发展。 【英文摘要】In recent years, The New Curriculum Reform of secondary school is being implemented and permeated all over our country, whose core idea is for the development of students, and the history teaching in secondary school also has gained a great progress during the period of change, but it is still facing lots of puzzles and problems desiderating being settled in the course of practising and developing. For example, teachers are so affected mostly by Normal Curve for students’achievements which is one traditional viewpoint that teachers don’t give students enough confidence and encouragement; the instructional objectives are sweeping and lack the characteristic of arrangement; the history teaching neglects the cultivation of non- intellectual factors for students; the function of discriminating and selecting in educational assessment still holds the leading role, which deals a blow to the enthusiasm of the students to some extent; at the same time, the teaching in classroom lacks effective feedback and rectification, which leads to that teaching students in accordance of their aptitude can’t be well carried out, therefore, all these affect the large-denomination improvement of teaching quality in the subject of history in secondary school. Whereas,“Mastery Learning”teaching theory put forward by Bloom is an individualized teaching practice which is well-established. This theory’s basic format is collective teaching in class and it’s base is the conviction that“everybody can learn”, but also, it pays much attention to timely and effective feedback and rectification, and provides students with enough learning time and separate help, which is for the task of making every student reach the standard and a certain learning level stipulated by curriculum objective.Today in the implementation of quality education, facing history teaching problems and dilemmas in secondary school, researching“Mastery Learning”teaching theory again and applying it to the history teaching in secondary school will help to solve the contradiction between collective teaching and individual differences and the problem that a large number of students exist who have many learning difficulties in studying history, promote the advance of the quality of history teaching in secondary school in large area and the improvement of quality of students in secondary school roundly, meet the educational idea and requirement of the New Curriculum Reform.The main work of this article:1 Through interviews, questionnaires and literature searches and other methods, to reflect the current secondary school students’learning about history curriculum, and further to analyze the existing difficulties in students’history learning and the problems in history teaching.2 On the base of making reference to lots of literatures and related research results, to make a more comprehensive description and analysis on the“Mastery Learning”teaching theory.3 Associated with some enumerated examples, to make a detailed research and exposition on how to use the“Mastery Learning”teaching theory in the actual history teaching in secondary school.4 According to the analysis and depiction of the“Mastery Learning”teaching theory’s existing inadequacies, to further point out the areas in which we should make much improvement and development when this theory is being used for the current history teaching in secondary school. 【关键词】布卢姆 “掌握学习”教学理论 中学历史教学 教学质量