第一篇：多媒體網(wǎng)絡環(huán)境下歷史教學的感悟

多媒體網(wǎng)絡環(huán)境下歷史教學的感悟

摘要：多媒體及網(wǎng)絡等現(xiàn)代化信息技術(shù)手段的普遍使用豐富了教學內(nèi)容，帶來了教育、教學方式的重大變革。實現(xiàn)計算機技術(shù)與歷史課堂教學的有機整合，構(gòu)建高效合理的歷史網(wǎng)絡課，是現(xiàn)代教育的發(fā)展方向，也是高中歷史教師所追求的目標。

關(guān)鍵詞：網(wǎng)絡 歷史教學 思考

計算機網(wǎng)絡問世之后飛速發(fā)展，給人們的工作和生活方式帶來了劇變。同樣，學校的教學也受到了這種新形式的沖擊，以歷史教學為例，圖像、動畫、聲音、視頻，使得歷史研究對象都可以模擬仿真，使學生可以觸摸到“真實”的歷史世界。

多媒體技術(shù)在歷史教學中應用

豐富的多媒體資源，化抽象為形象，激發(fā)學生學習歷史的興趣 歷史不能重演，歷史的本質(zhì)決定了歷史不可以反復出現(xiàn)。因此，我們只能認識歷史、了解歷史，只能通過教師的言語描述或課本插圖等，這就影響了教學效果，教學任務完成情況欠佳，學生學習效率不高，成績不理想，甚至產(chǎn)生厭學的情緒。多媒體技術(shù)引入之后，形象地營造了歷史情境，把原本單一的文字圖形、聲音、視頻圖像、動畫和其他多媒體教學軟件的先進技術(shù)有機地融合在一起，變抽象為形象，實現(xiàn)了歷史場面的再現(xiàn)，極大地激發(fā)了學生學習歷史的興趣。從而更好地去品味歷史，探究歷史，為學好歷史這門學科打下了良好的基礎。

網(wǎng)絡技術(shù)的應用，歷史教學趨向個性化學習歷史知識包括政治、經(jīng)濟、文化、軍事等多方面，它幾乎涵蓋了人類社會發(fā)展的所有層面和領域。歷史上發(fā)生的每一事件，在縱向時間都是具有相承關(guān)系，又同時與同一時期的其他諸事件有著必然的內(nèi)在聯(lián)系。網(wǎng)絡技術(shù)的廣泛應用實現(xiàn)了跨度大的歷史內(nèi)容的糅合，通過相關(guān)網(wǎng)絡技術(shù)排列成了歷史畫面、地圖動畫等，這樣就將更完整更系統(tǒng)化的知識體系清晰地呈現(xiàn)在學生面前。適應了不同學生的差異化學習需求，對學生的學習情況進行客觀全面的分析判斷，調(diào)整自己的教學進度和寬度。這樣就真正關(guān)注到每一個學生，實現(xiàn)了個性化的歷史教學。

歷史教師的角色轉(zhuǎn)變

打破傳統(tǒng)教學思想，注入現(xiàn)代教育理念 現(xiàn)代教育理念要求打破教師對于知識的絕對權(quán)威，特別是歷史這樣的人文學科來說更是“仁者見仁智者見智”，沒有統(tǒng)一的結(jié)論。因此，為師者也需要與學生多交流碰撞，在此過程中得到相互的促進和啟發(fā)。在教學過程中，教師特別要關(guān)注的是學生的學習過程和方法，關(guān)注學生獲得知識的途徑，加強師生互動、生生互動與師師互動。在信息時代的背景下，學科間的綜合和滲透不斷加強，這就需要不同教師間的相互配合與幫助，要發(fā)揮各自的優(yōu)勢，發(fā)揚協(xié)作精神，把教師的個體智慧變?yōu)榧w的集體智慧、創(chuàng)造性勞動，從而實現(xiàn)資源共享，這樣必然能有效地提高教學質(zhì)量，促進教學研究質(zhì)的飛躍。

教師要從教學型向研究型轉(zhuǎn)變 現(xiàn)代教育需要的是研究型的教師，而不僅僅是以往單一的教學型教師。不管是歷史還是別的學科的教師，都要活到老，學到老，不斷加強學習探究，樹立創(chuàng)新教育、素質(zhì)教育的教學觀念，充分利用多媒體輔助教學，掌握自身駕馭廣泛的教學資源的能力。如以下幾個方面要特別重視：對課程計劃和教改精神的學習與理解；對相關(guān)歷史教材的研究與處理；歷史學科知識本身的進一步研究；對教與學方式的變革的實踐與反思……

教師是教學中的引導者 新課程計劃指出：“倡導教學民主，建立平等的師生關(guān)系，為學生稟賦和潛能自由、充分的發(fā)展創(chuàng)造寬松的環(huán)境。”就過去的教育實際情況來看，教育的主體方式一直是單向傳授，這顯然已與現(xiàn)代教育的思想與理念相悖。教師與學生都是教學過程的主體，在教學過程中，只有多進行師生互動，相互溝通和補充，構(gòu)造師生互教互學的“學習共同體”，才能實現(xiàn)教學法的最大效率化。教師在新形式下的教學過程中應該是一個引導者的地位，既是課程實施過程的參與者，也是學習過程的帶動者，就像是交響樂團中的首席小提琴而非樂隊指揮一樣。教師是學生學習活動的指導者但不能代替學生掌握知識、認識世界，不能代替學生自己的發(fā)展。因此，必須確定“教要依據(jù)學”的觀點，教師要能夠成為學生學習向?qū)Ш皖檰?，指導學生順利地掌握知識和合乎規(guī)律地去發(fā)展自己。教師與學生在課程的實施過程中開展交互學習，學生不僅參與了體現(xiàn)新教育理念的學習技能與方法的實現(xiàn)過程，而且學習了傳統(tǒng)文化的相關(guān)知識，而作為教師，同樣能在這個過程中得到知識層次的完善與個人素養(yǎng)的提升。

結(jié)束語

歷史教學中對現(xiàn)代信息技術(shù)的運用，雖然時間短，但其發(fā)展速度很快。如果歷史教師能夠深入鉆研教材教法，恰當?shù)剡\用多媒體技術(shù)輔助教學，我們的教學工作必然會柳暗花明，蒸蒸日上。只要我們勇于探索，善于學習，就一定能夠在教學過程中開創(chuàng)出新的局面，使歷史教學的課堂獲益匪淺，充滿趣味。

（作者單位：山西省沁源縣第一中學）

第二篇：淺談多媒體網(wǎng)絡環(huán)境下古詩教學

淺談多媒體網(wǎng)絡環(huán)境下古詩教學

古詩詞以其獨特的魅力，在小學語文課本中，獨占一席之地。每一冊小學教材中都編排了一定數(shù)量的古詩，《語文課程標準》也對小學階段古詩的學習提出了具體要求。第一階段是知道古詩的大意，第二階段是領會作者的思想感情，第三階段是能夠領悟詩歌意境。小學生學習古詩可以增經(jīng)語感、積累語言、陶冶情操、豐富想象。

古詩教學，應該打破常規(guī)，改革古詩教學的課堂結(jié)構(gòu)，改變古詩教學由老師牽著學生，逐字逐句串講詩意的做法，應該利用網(wǎng)絡提供學習的平臺，讓學生自主學習古詩，達到學生喜歡學習古詩的目的。

關(guān)于古詩的教學，葉圣陶曾說過：“詩歌的講授，重在陶冶性情，擴展想象，如果抓住精要之處，指導一二句話，也許就夠了，不一定要繁復冗長的講話?！惫旁娪衅渥陨淼奶攸c，從語言文字上看，它用的是古漢語，從表現(xiàn)形式上看，它含蓄凝練、節(jié)奏強、跳躍大，從敘寫的內(nèi)容上看，它離現(xiàn)在的時代較遠，寫的人和事都和學生實際相距甚遠，這些都給小學生學習古詩，體味古詩意境帶來了困難。為了解決這個難題，結(jié)合古詩的特點，我們利用多媒體網(wǎng)絡，通過色彩鮮艷的視頻，生動逼真的音響效果，提供給學生學習古詩有關(guān)的背景材料，將學生領入詩的意境，體驗詩人的感情。為此，我總結(jié)出網(wǎng)絡環(huán)境下教學古詩的一般結(jié)構(gòu)模式。

一、運用多媒體，創(chuàng)設情境

早在一千多年前，劉勰的《文心雕龍》中有關(guān)于“情境”的論述，所謂“情以物遷，辭以情發(fā)”。人對處在一定情境中，能引起情感共鳴的事物往往體驗深刻。在古詩教學中，首先采用情境教學法，創(chuàng)設情境，迅速集中學生的注意力，調(diào)動學習興趣，融入詩的境界，進入最佳心理狀態(tài)。而多媒體在創(chuàng)設古詩情境方面具有獨特的優(yōu)勢。無論是音樂，還是畫面，都能在短時間內(nèi)高效地創(chuàng)造出與古詩詞內(nèi)容相吻合的情境氣氛。學生通過這一條無形的時空隧道，捕捉到古詩閃爍千年的風彩。怎樣創(chuàng)設古詩情境呢？

1、利用音樂，創(chuàng)設情境。

古詩節(jié)奏強，韻律和諧，具有音樂美。而音樂又是聽覺語言，是人類心靈的詩章，二者具有相通共融之處。教學中借助音樂調(diào)動情感，烘托、渲染詩歌的內(nèi)容，創(chuàng)造美的氛圍，有助于學生理解課文。我在教學《尋隱者不遇》時，播放古箏樂曲，學生感受到詩中云霧迷漫，樹影婆娑的美景。有一位老師在教《送元二使安西》時，特意選用了為這首詩譜寫的《陽關(guān)三疊》，那優(yōu)美滄涼的旋律，滲透學生的心靈，讓學生感受到詩人由于朋友遠去的惆悵心情。音樂的魔力，足以使一個人對未能感受的事有所理解。音樂與詩詞的結(jié)合，讓學生插上了想象的翅膀，擴大了思維的空間。

2、借助畫面，感受情境。

別林斯基說：“詩歌不能容忍無形態(tài)的，光禿禿的抽象概念必須體現(xiàn)在生動而美妙的形象中，思想滲透于形象如同亮光滲透多面體的水晶一樣?！币皇缀迷?，最突出的特點之一就是它的畫面美。“詩是無形畫，畫是有形詩?！薄霸娭杏挟嫛?，“畫中有詩”。是歷代詩人追求的藝術(shù)境界。所以我以此特色設置畫面，用豐富的色彩，優(yōu)美的線條，整合的畫面，將詩中無形的形象變換成有形的視覺形象，讓學生通過畫面產(chǎn)生豐富的聯(lián)想，感受畫中的情，畫外的音，活躍課堂氣氛，激活學生思維，領略文字的內(nèi)涵，體會古詩的意境。如我在教低年級小朋友學習《鵝》時，就出示了事先制作的顯出詩歌內(nèi)容的投影片，然后讓學生邊聽著舒緩的樂曲，邊看圖，并展開想象，試著用自己的話把圖上的內(nèi)容具體地說出來。在美的氛圍中，學生啟動了感覺器官和思維器官，描繪出了這樣優(yōu)美的意境：有一個美麗的湖，湖邊長著嫩綠的草，開著鮮艷的花。湖水清清的，水中有幾只大白鵝，雪白的羽毛浮在碧綠的湖面上，紅紅的腳掌正悠然地撥動著。湖面上泛著微微的波紋，在陽光的照射下閃著點點金金光。偶爾，大白鵝昂頭叫兩聲，好像在唱著歡樂的歌??美的情懷、美的形象躍然而出。

3、用語言描繪情境，進入意境。

學生對古詩句理解有困難，教學時，教師若能發(fā)揮自己的聲音特點，根據(jù)自己對詩詞的理解，自己組織語言，描述詩中意境，學生更容易受到感染，領悟詩的意境。如教《小池》時，教師就以優(yōu)美的語句描述泉水叮咚、陽光普照、蜻蜒翻飛的早春美景。幫助學生尋找生活中熟悉的事物，更好地進入詩的意境。

總之，利用多媒體聲像集合的特點制作了許多優(yōu)美的畫面，選取了與教學內(nèi)容相符的音樂，積極努力地創(chuàng)造教學情境，使學生獲得視覺美、聽覺美，融入一個美的氛圍之中，為學習古詩奠定了感情基調(diào)，讓詩人與學生的心靈產(chǎn)生了共鳴，拉近了學生與詩人的時空距離，幫助學生產(chǎn)生與詩人思想感情相契合的心理情緒，為學好古詩開了好頭。

二、運用媒體，自主學習

由于我們面對的是一個個活生生的學生，他們有各自的思想感情，所以每個學生都蘊藏著獨立學習的巨大潛能。古詩教學也應培養(yǎng)學生自主學習的能力，使學生終生受益。

1、課前查詩人及寫作背景。

上課前，布置學生查詢古詩作者及寫作背景資料，培養(yǎng)學生收集處理信息的能力。例如學習《夏日絕句》一詩時，由于古今語言的差異以及生活環(huán)境的變遷，形成了詩人與學生感情之間的距離，學生很難體會作者那種由于多年戰(zhàn)亂給人們帶來痛苦的心情。通過網(wǎng)絡，學生查找當時的寫作時代、背景，包括當時的政治歷史，不僅為學習古詩內(nèi)容，體會作者感情打下了基礎，還培養(yǎng)了學生自主學習的品質(zhì)。

2、運用網(wǎng)絡媒體，自主理解詩意。

自主理解詩意，是學好古詩的關(guān)鍵。古詩教學要改變傳統(tǒng)的束縛學生手腳的教法，那種老師詳詳細細講，學生原封不動的記，老老實實地背，缺乏生氣。只要給學生創(chuàng)建一個寬松的環(huán)境、一個合作的氛圍、一個自讀自悟的機會，同時運用多種途徑，相信學生一定會憑自己的力量理解詩意。當然，教師也要發(fā)揮主導作用，利用多媒體設計一個一個有利于學生獲取知識的資源庫。讓學生依據(jù)自己的需要，進入不同界面獲取相關(guān)資料和信息。同學們經(jīng)過自主學習、自悟自得、互學互補的過程，體會了嘗試的快樂、合作的快樂。在這個過程中，學生始終是學習的主角，他們找到了答案（哪怕有偏差也無妨）。這種自主學習的精神必定會使學生學習古詩的能力得到提高。

3、大膽想象誦讀悟詩情。

古詩是具有音樂性的語言藝術(shù)。人常說：“書讀百遍，其義自見”，“熟讀唐詩三百詩，不會做詩也會吟?！边@些真知灼見，揭示了學習古詩的內(nèi)在規(guī)律。只有充分地讀，大膽地想，才能體驗古詩的情感和內(nèi)涵。在這個過程中，老師要鼓勵學生每一次讀都要有所收獲，讓思想在詩句營造的世界里徜徉，讓自己的生活經(jīng)驗和詩句聯(lián)系起來。展開豐富的想象和聯(lián)想，使詩中描繪的形象在腦中形成一幅幅畫面，與作者展開心靈的對話。如我在教完《望廬山瀑布》后，播放了一段廬山瀑布的錄像，讓學生親眼目睹了廬山瀑布的雄偉氣勢，產(chǎn)生了身臨其境的感受，然后再讓學生聽配樂的課文錄音，跟著錄音練讀。這樣，學生讀起來既感情真摯，又抑揚頓挫。最后，我把學生的朗讀錄下來，再放給他們聽，讓他們跟課文錄音比一比，自己評一評。而學生對這首詩的氣勢和內(nèi)涵也在一遍遍的誦讀中得到了更深刻的領會。

4、張揚個性，展示交流。

“尊重學生的差異，為差異而教”是現(xiàn)代教學必須遵守的一個原則。學生通過前面的學習，一定會有各方面的收獲。這就要求教師利用多媒網(wǎng)絡強大的交互功能為學生提供一個適合交流的環(huán)境，進一步強化學習內(nèi)容。例如，有的同學學習古詩后制作幻燈片表現(xiàn)“兒童急走追黃蝶，飛入菜花無處尋”。有的同學選擇動聽的音樂進行配樂朗讀，雖然不很完美，但必競是孩子們自己反復推敲得出的結(jié)果。他們在這個過程中嘗到了自主學習的樂趣。也許會有少數(shù)同學沒有找到更好的表現(xiàn)方式，但聽了別人的見意，會受到啟發(fā)，從而有更好的創(chuàng)新。這何嘗不是一種學習，一種進步呢？這正是我們期盼的結(jié)果。

三、借助多媒體，拓展閱讀

在教學中，教師應打破教科書的局限性，為那些有余力的學生拓展閱讀的空間，使學生嘗試個別化的拓展閱讀。教師可以指導學生利用網(wǎng)絡收集相對應的古詩，由課內(nèi)帶動課外，以課外豐富課內(nèi)。教師可以試著從以下幾個方面指導：

1、推薦與古詩內(nèi)容有關(guān)的資料，幫助學生進一步了解所學的古詩。例如：學習《七步詩》學生去讀讀當時作者寫詩時的背景故事，一定會對詩句“本自同根生，相煎何太急？”有更深的體會。

2、推薦同一作者的其他作品，這樣即可以增加閱讀量，又可以加深學生對這作者寫作風格的把握。例如：學習王昌齡的《出塞》后，還可以讀一讀他的另一首《從軍行》。學生就會知道他的詩多以邊塞軍旅生活為素材這一特點。學習于謙的《石灰吟》后，再讀一讀他的《詠煤炭》，可以進一步了解詩人崇高的志向。

總之，網(wǎng)絡教學進入課堂，表現(xiàn)出其獨特的優(yōu)越性，為學生在網(wǎng)絡環(huán)境下學習古詩提供了良好的學習環(huán)境，也促進了傳統(tǒng)古詩教學方式的改變。實踐證明，在多媒體網(wǎng)絡下教古詩，采用自主學習的模式，提高了學習古詩的效率，更好地培養(yǎng)了學生的創(chuàng)新能力和審美能力。但在教學過程中，我們要盡量避免多媒體教學凌駕于傳統(tǒng)教學之上，或是與傳統(tǒng)教學相對立，而是將它作為一種輔助教學與傳統(tǒng)教學相結(jié)合，使古詩詞教學如虎添翼，錦上添花，最終使得古詩詞教學得以優(yōu)化！

第三篇：網(wǎng)絡環(huán)境下的歷史課程教學

網(wǎng)絡環(huán)境下的歷史課程教學

西安市閻良區(qū)北屯初級中學 孟麗花

信息技術(shù)與課程的整合更重要的是以信息技術(shù)為基礎構(gòu)建新的教學體系，在這個體系中，信息技術(shù)不是一種輔助工具，而將成為基本的知識載體、教學媒介和交流工具。

根據(jù)我校的教學環(huán)境，在建構(gòu)主義學習理論的指導下，我也作了一些探究，現(xiàn)以《統(tǒng)一戰(zhàn)線的發(fā)展和各族人民的團結(jié)》一課為例談一談網(wǎng)絡環(huán)境下信息技術(shù)與歷史課程整合的問題。

一、網(wǎng)絡環(huán)境下的歷史教學要充分體現(xiàn)自主性。

我們歷史教師應以“教學活動應是在教師指導下的學生自主建構(gòu)知識的過程”的理念來設計利用計算機和網(wǎng)絡輔助教學。在《統(tǒng)一戰(zhàn)線的發(fā)展和各族人民的團結(jié)》一課教學中，運用校園網(wǎng)絡設施，嘗試以PowerPoint為載體、網(wǎng)絡為資源，以任務驅(qū)動的自主學習和協(xié)作學習為目標的教學設計，課件在結(jié)構(gòu)上包含網(wǎng)站及閱讀內(nèi)容、瀏覽思考提綱、基礎知識、課堂練習和研究性學習等幾個模塊；在學習環(huán)境上，從教室轉(zhuǎn)到網(wǎng)絡室、除教材外還有人手一臺可以上網(wǎng)的電腦；在學習方式上，緊扣教材，設置若干相關(guān)的網(wǎng)站和相關(guān)的閱讀思考問題，運用PowerPoint超鏈投影出來，布置學生以個人或小組為單位，以投影出來的問題為學習目標，運用網(wǎng)絡條件，閱讀相關(guān)的課文內(nèi)容和網(wǎng)站的相關(guān)內(nèi)容，思考和理解本課所要求掌握的歷史知識，并從所得到的結(jié)果中進行篩選和資源重組，進而完成知識體系的建構(gòu)。

閱讀內(nèi)容：①統(tǒng)一戰(zhàn)線基本知識②中國共產(chǎn)黨領導的多黨合作和政治協(xié)商制度 ③港澳臺及海外華僑④中國的少數(shù)民族。瀏覽思考提綱：①各個時期統(tǒng)一戰(zhàn)線的名稱和任務 ②新中國統(tǒng)一戰(zhàn)線的發(fā)展階段、內(nèi)容及作用 ③愛國統(tǒng)一戰(zhàn)線的內(nèi)容及任務 ④各個時期的統(tǒng)一戰(zhàn)線有何異同? ⑤“一國兩制”的構(gòu)想及提出的目的、實施情況 ⑦黨的民族政策和少數(shù)民族地區(qū)的繁榮發(fā)展情況。

網(wǎng)絡環(huán)境下的課堂教學，學習者獲取學習資源的手段——上網(wǎng)，能夠調(diào)動他們的主觀能動性，起到了全員參與學習的效果。使他們學會了知識的建構(gòu)，也培養(yǎng)了自主學習和終生學習的能力。

二、網(wǎng)絡環(huán)境下的歷史教學要注重課堂教學過程中教師的主導作用。

是不是強調(diào)了學習的自主性就可以忽略老師的主導作用呢?歷史學科的特點是過去性、時空跨越性、綜合性和學科交叉性等。過去性特點是因為歷史不會重演也不能借助實驗手段使其再現(xiàn)；時空跨越性意味著“上下五千年”、“古今中外”時間和空間跨度之大；綜合性和學科交叉性使其涵蓋面之廣。目前我們的教育體制下教學課時和課堂時間是受到限制的，要在有限的時間內(nèi)完成教學任務，而有些內(nèi)容學生沒興趣，但又必須要掌握的，只有通過老師的講授或指定來完成。學科特點決定了常規(guī)課教學還應充分體現(xiàn)“學生為主體，教師為主導”?！督y(tǒng)一戰(zhàn)線的發(fā)展和各族人民的團結(jié)》一課，教師在課堂教學中起組織者和引導者的作用。學生網(wǎng)上學習和思考的時間控制在二十五分鐘左右，教師根據(jù)閱讀提綱檢查落實學生學習情況，并作歸納。如思考提綱中：新時期的統(tǒng)一戰(zhàn)線和抗日戰(zhàn)爭時期的統(tǒng)一戰(zhàn)線有何異同?與人民民主統(tǒng)一戰(zhàn)線的區(qū)別是什么? 需要聯(lián)系過去所學知識，高度概括，這就需要教師主導了。教學中老師的思路必須始終關(guān)注著學生的思維走向和學習進程，防止部分自覺性差的學生“不務正業(yè)”。網(wǎng)絡環(huán)境下的高中歷史常規(guī)課教學，計算機網(wǎng)絡應作為輔助手段利用，正確處理好“主導”與“主體”的關(guān)系。

三、網(wǎng)絡環(huán)境下的歷史教學應注重充分體現(xiàn)交互性特點。交互式學習是網(wǎng)絡教學優(yōu)勢的突出體現(xiàn)，交互式形式富有趣味性和刺激性，客觀上給個別化學習和個性化學習提供了可能?，F(xiàn)代教育理論對學習者的個性差異是持肯定態(tài)度的，而且這些差異本身就是因材施教的源泉。教學中充分發(fā)揮計算機網(wǎng)絡的交互性功能，使學生根據(jù)網(wǎng)絡電腦提供的信息，在學習過程中不斷調(diào)整學習內(nèi)容和進度，自由進退、自主構(gòu)架。老師可以利用計算機隨時了解每個學生掌握的程度，提示學習思路，確定適宜的信息傳輸量，自動提高或降低學生學習進度和難度，達到教學雙贏效果。

《統(tǒng)一戰(zhàn)線的發(fā)展和各族人民的團結(jié)》課件設計了一個主菜單（模塊），讓學生根據(jù)自己的能力自由的選擇學習內(nèi)容和進度，其中課堂練習，由學生自行選題、答題，把自己思考后的“反應”反饋給計算機，計算機自動對答案給予處理并提供反饋信息。練習設計為20道選擇題，每題5分，總分100分，由計算機給出評分。這樣學生就會高度集中精力，進入到一個高效率的學習狀態(tài)，學生對自己的學習情況心中有數(shù)，老師可以了解到學生課堂學習掌握知識的情況。研究性學習內(nèi)容鼓勵學生課后利用網(wǎng)絡和自己的任課老師進行相互交流，還可以向提供網(wǎng)絡服務的專家請求指導，交互式網(wǎng)絡教學使課堂延伸，學無止境。

四、網(wǎng)絡環(huán)境下的歷史教學應建立網(wǎng)上論壇，給學生提供一個交流的場所。

傳統(tǒng)的教學過程給學生學習交流的時間空間都非常有限，僅僅局限于老師有意識的課堂討論及課后少數(shù)同學們之間的少量交流，這對知識的鞏固、理解，大面積的提高是非常不利的。網(wǎng)上論壇的建立給學生們提供了一個超越時間和空間的討論問題、發(fā)表見解的場所。在這里可以暢所欲言發(fā)表自己的觀點，可以以自己的方式給其他同學解決實際的問題，可以參考其他同學的觀點加深對歷史問題的進一步理解。甚至可以建立專題討論區(qū)，討論區(qū)版主可以由老師或者同學們擔任，定期為同學們解決問題。相信通過課堂及課外這一系列的協(xié)作交流，會大大激發(fā)學生學習的興趣，充分提高學生自主學習的能力。在上了《統(tǒng)一戰(zhàn)線的發(fā)展和各族人民的團結(jié)》一課后，我曾有意將我的E-mail告訴了我的學生，有什么問題可以給我發(fā)信，短短的一周竟然收到了近一百封來信，學生置疑的熱情被充分調(diào)動了起來，學習的勁頭也比以前高漲了許多。網(wǎng)上論壇的建立將成為學生學習交流的工具。

總之，網(wǎng)絡環(huán)境下的歷史課程教學，應以學生的自主學習為中心，教師的主導、引導作用為前提，發(fā)揮多媒體教學的自主、交互功能，實現(xiàn)課堂教學中多種教學方法的綜合運用。我們要在現(xiàn)代教育理論的指導下，積極實踐，勇于探索，使網(wǎng)絡充分發(fā)揮其教學功能。

以上只是筆者的一些初步思考，網(wǎng)絡環(huán)境下信息技術(shù)與歷史課程的整合還有更多的問題需要討論，如歷史教學網(wǎng)站的基本規(guī)范探討、網(wǎng)絡教學課基本模式的探討、新的教育評價問題、課時安排、網(wǎng)絡教學環(huán)境中師生關(guān)系問題等等，都需要進一步的研究。筆者認為，信息技術(shù)的發(fā)展將給中學歷史教育帶來新的發(fā)展契機，現(xiàn)在對教師來說，最重要的就是，去做。正如當前流行的一句話——把創(chuàng)造還給教師，它需要你、我去創(chuàng)造。

第四篇：多媒體網(wǎng)絡環(huán)境下的高中英語寫作教學

多媒體網(wǎng)絡環(huán)境下的高中英語寫作教學

內(nèi)容摘要

根據(jù)新課標，高中英語寫作教學越來越重視學生的獨立、協(xié)作、創(chuàng)新和利用多媒體網(wǎng)絡進行交流學習、搜索信息的能力。令我們欣慰的是，現(xiàn)在多媒體網(wǎng)絡技術(shù)恰好能夠滿足新課標各個方面的要求。多媒體網(wǎng)絡寫作教學有許多的優(yōu)勢是傳統(tǒng)寫作教學無法超越的。在教學過程中，老師能夠提供多種多樣的刺激材料，并且能夠利用多媒體網(wǎng)絡平臺進行獨立搜索、處理材料，他們能夠互相交流、討論作文主題、互相評價作品。然而，多媒體網(wǎng)絡寫作教學也有它本身的缺點，因此需要我們付出巨大的努力去克服它們，唯有通過這種方式，我們才能得到好的教學效果。

關(guān)鍵詞： 多媒體網(wǎng)絡

寫作教學

信息培養(yǎng)

交流

i

Abstract The new request for the senior high school English writing in accordance with the new curriculum standard values more and more the abilities of students’ independence, cooperation, innovation and application of a multi-media network to carry on communicating study and searching information.What makes us happy is that the multi-media network technology just can satisfy all the above aspects of the requests of the new curriculum standard at the right moment.Comparing the multi-media network writing teaching with traditional teaching, the former has more advantages than the latter.During teaching, the teacher can provide various stimulating materials, and the students can make use of a network platform for independent search for and processing of materials.They can also communicate and discuss the topics and evaluate works with each other.However，the multi-media network writing teaching also has shortages of itself, so it needs us to make great effort to overcome them.Only in this way can we get a good teaching effect.Key words: multi-media;network;writing teaching;information cultivation;communication

ii

Contents

1.New Request to the Senior High School English Writing..................................1 2.Comparison of Writing Teaching between Two Modes.....................................2

2.1 The definitions of the two concepts.............................................................................2 2.2 The advantages of the teaching under the multi-media network.............................2

2.2.1 The comparison of teaching means......................................................................2

2.2.2 The comparison of teaching content.....................................................................3

2.2.3 The comparison of teaching effect.......................................................................4

2.2.4 The comparison of teaching roles.........................................................................5

3.Writing Teaching under Multi-media Network Environment.........................6

3.1 Preparation before class...............................................................................................6 3.2 The classroom writing teaching...................................................................................6 3.3 Writing communication on network platform after class.........................................8 3.4 Students’ and teachers’ work before presenting the works......................................8 3.5 Evaluation of the students learning............................................................................9

4.Solutions in Multi-media Network Environment Writing Teaching.............9

4.1 Problems........................................................................................................................9

iii 4.1.1 The poor ability of teachers’ educational technique.............................................9

4.1.2 The low level of students’ information literacy..................................................10

4.1.3 The disorder and overflow network resources....................................................10

4.1.4 Using multimedia too much...............................................................................11 4.2 Solutions......................................................................................................................11

4.2.1 Improving teachers’ ability of using multi-media network................................11

4.2.2 Paying attentions to the development of the information literacy of students...11

4.2.3 Raising the discrimination and inspection ability of information......................12

4.2.4 Combining the multi-media and traditional teachings together.........................12 5.Conclusion........................................................................................................................12 References Acknowledgements iv

Senior High School English Writing Teaching under the Multi-media Network Environment

1.New Request to the Senior High School English Writing The request of new curriculum standard promulgated in 2003 for senior high school student’s writing skill has exaltation on the foundation of original English syllabus in Senior High School.This new request mainly focuses at: if students can independently draft a simple report;if they can write a brief story according to the pictures;if they have the ability to reorganize the text as short play;if they can write memos, simple letters and greeting cards with the fitting language;if they can describe persons or affairs and express their own views;if they can fill in forms relating to personal circumstance;if they can write a short composition which has coherent language meaning and complete structures.What’s more, the writing skill’s request to graduate students in the senior high school also becomes higher and more concrete than before.For example:(1)students can write summary, report, notice, and official business letter in English and so on;(2)they can describe scenario, attitude and feelings in English more detailed and vividly;(3)they can elaborate their own standpoints and comment the standpoint of others with proper literary style and accurate phrases;(4)they can fill in various forms and write resumes or applications;(5)they can make not-professional translations and so on.Curriculum standard not only emphasizes the request to the students’ ability of writing, which trains students to have the ability of expressing fact, standpoint, emotion and communicating information;cultivates student’s writing habit of norm;trains students to have the ability of problem analysis, problem-solving, and developing their judgment thinking, but also emphasizes to raise students’ own attainment which needs to take students as corpus and make students the center;to develop students the ability of independent learning and cooperative learning;to cultivate students the ability of using comprehensive language;to make students foster English cultural consciousness;to train students’ ability of obtaining information and processing information.However, teaching under multi-media network environment just can well meet the new request of new curriculum standard, and it also matches the teaching views of constructivism and humanism which are helpful for raising students’ ability of using synthesize language completely, and developing the student’s English writing skill in the environment of the good multi-media network adequately.2.Comparison of Writing Teaching between Two Modes

2.1 The definitions of the two concepts Multi-media network English teaching mode: it carries out English teaching with computer and network, mutually combined with the control centre, which including the video present, projecting apparatus, DVD, recorder and acoustic equipments for the multi-media platform.It can get support from the comprehensive usage of various media in English cultural background teaching.Many techniques and methods are used for the teaching of English, for example, the computer supporting facilities, broadcasting, television, movie, and electronics publication etc., which concretely includes songs, brief strokes, slides, videos, video frequency CDs, animations etc.This mode really makes teachers, instructional media and teaching effect truly attain three-in-one.Traditional English teaching mode: it takes teachers as the center.Teachers explain knowledge in detail, with various simple media as teaching means and methods introducing knowledge to students.In this mode, students passively accept knowledge that the teacher teaches.In a word, teachers teach on their own initiative, and students are the passive receivers of the external world incitement of knowledge, and the teaching materials are the contents that the teachers instill towards the students, and simple instructional media are the mainly methods and means that the teachers instill towards the students.Teacher, student, teaching materials, which have their respective clear functions, and the relation between each other is explicit.It becomes a kind of stable structure form of teaching activity progress, and namely teaching mode.2.2 The advantages of the teaching under the multi-media network 2.2.1 The comparison of teaching means For the writing teaching in traditional senior high schools, teachers are the whole center of teaching, and students are just the passive receivers.In class, teachers explain vocabularies of writing in detail, analysis sentence structures, provide excellent examples on the blackboard for students, and let all students carry on writing around a given topic.After class, teachers correct the students’ compositions in a very slow speed, so what the students have to do during the time is to wait patiently for the results that the teacher will give them.We can obviously get that this kind of mode is impossible to arouse students’ strong interests in writing, and the articles all the students write will be likely to be monotonous.It may not agree with the tunnel expression method in English, and students can’t have innovation and creation, either.The multi-media network teaching is a kind of mode which gathers various teaching media, such as texts, pictures, animations, voices and so on.It can provide students with the incitements of various senses which will be helpful for students to obtain and keep knowledge, and also largely stir up students’ enthusiasm in studies.What’s more, it can encourage students to participate actively in classroom, and then raise the teaching efficiency.Teachers make use of the multimedia to change the writings on the blackboard into vivid pictures or animations of image, and pleasing music is regarded as the tools of teaching.In this way, it not only saves time of writing and painting on blackboard, but also it extends the capacity of teaching, and makes the important and difficult points of knowledge outstanding.Multi-media and provides a comfortable writing environment for students more easily to comprehend and master the knowledge and technique of English writing.After class, with network platforms like BBS,E-mails, teachers can organize students to carry on discussions for exchanging views, evaluating and correcting the compositions for each other, and it not only can help save a lot of time for teacher’s correction of compositions, but also can it make students know the shortages of standpoints in their own compositions in a short time, so they can correct the mistakes in time.2.2.2 The comparison of teaching content The content of teaching in the traditional teaching is usually from teaching materials.Teachers select a suitable writing topic according to the contents of teaching materials.Some teachers may also give students some excellent texts that they collected, provide some thinking ways of writing.Comparing with the traditional teaching, the multi-media network teaching has advantages of abundant resources in this aspect.Firstly, the teaching content of courses not only come from teaching materials or some excellent examples, teachers can also collect related background information, pictures, animations on the network according to the students’ circumstance.After collecting something like social current trend of events, the general knowledge of daily life, then teachers can create these materials into elegant PPT and provide vivid writing scene for students.Secondly, students can surf the Internet to look for various resources in different websites and collect materials which they are interested in and put them onto the internet forums of their own class.They can share them with other students or e-mail them to the teachers which can provide good writing topics as a certain reference for teachers’ writing teaching.The content made in this way is not only easier to help stir up the students’ interest in writing and help develop their ability of imagination and innovation which is advantageous to a student to write a good work in a different angle or standpoint, but also it can help broaden students’ visual fields, and help develop the ability of collecting information resources and acquiring knowledge independently.For example: students can use the websites of English countries to look for rich write materials, which not only can make them understand foreign culture better, but also help the students be able to create tunnel English compositions.2.2.3 The comparison of teaching effect In traditional writing teaching mode, teachers are the only organizers and governors of teaching process.Content of course is monotonous and the way of teaching is tedious.Students are just placed in one passive position and obedient to whatever the teachers say, so they are not easy to take actively part in the process of writing teaching.What’s more, students can hardly write an tunnel article naturally, and usually all the articles are monotonous and have much grammar and expression mistakes, lacking innovation.In multi-media network teaching mode, the blending of texts, graphics and audio-visual courseware can active classroom’s atmosphere;and it also can make the abstract texts changed into pictures and animations which is a good way for students more easily to accept knowledge.Teachers’ establishment of writing environment with meticulous care is advantageous to produce out works of creation in special viewpoints.Teachers can organize students to form groups and carry on discussions for exchanging thoughts and which can largely improve students’ language organizational skill, also it is advantageous to the development of their ability of cooperation learning, and forming well-knited writing thought.Students also can make use of campus network or Internet to collect writing materials and look for excellent writing examples, which are advantageous to cultivating their information literacy.And on the network platform, the students can evaluate and correct their works with each other, which can promote the exchanges and cooperation of each other.The teachers carry on the process of correcting students’ work online and make feedback more quick.And, teachers can make use of the multi-media network according to different students’ study levels and characteristics to design all kinds of writing practices for them.This is very advantageous to carry on individual teaching and to teach according to students’ abilities.So the use of multi-media network teaching can make the teaching effect a very great exaltation.2.2.4 The comparison of teaching roles In traditional writing teaching process, teachers are the main roles in teaching stage, however, students are just some audiences.While having a class, teachers only stand on the platform with blackboards, teaching materials, and the oral communication language to provide knowledge for students.In the same time, students just listen to the teacher’s arrangement and passively accept knowledge, have no chance to express the views of them.So this kind of mode is not a good way for students’ creation and improvement in writing.The multi-media network teaching brakes this kind of mode which takes teachers as the center of teaching process, and it pays attention to the characteristics of activity, interaction and cooperation, independence of teaching and treats students as the corpus of teaching, with teachers as the participants of language activity, the promoters of information, the instructors, governors of classroom activities, the inspirations of teaching activity and examiners of students information feedback.When having a class, the teacher can provide some writing materials and organize students to form several groups to carry on discussions according to the students’ different characteristics.In this process, teachers should not interrupt the students’ discussion, but they can provide some suggestions and guidance to students which can help students discuss in a correct direction.Students can make use of network resources to choose writing topics which they are interested in.What’s more, they can also become members of writing evaluation, and carrying on an evaluation to the works of others is a good way for students to know the shortages of themselves.The conversion of teaching roles makes students more active in writing class, and they also can form the ability of independent study.By evaluation and correction works with each other, students’ abilities of analysis, dealing with writing information will raise a lot.3.Writing Teaching under Multi-media Network Environment In the process of writing teaching, teachers can make use of multi-media network to establish vivid writing environment.They can also adopt the teaching method of task-driving, which is a multi-layer and multi-angles teaching strategies, to guide students how to take a participation of thought.What’s more, they can make use of the network to establish a communication platform for cooperation learning, correcting and evaluating works with each other to raise students’ abilities of evaluation and cooperation study.3.1 Preparation before class Teachers can make use of some Internet indexes to look for materials which has something to do with the composition topic of this lesson.For example: the background materials of writing topics, relevant pictures, videos, audios and so on.And teachers also must prepare the new vocabularies, sentence structures that may use during the class, and they should change these materials into elegant multi-media courseware for a full use in class.Teachers can go to some special subjective websites on writing to look for and make references to some excellent writing courseware, then form their own well-waving teaching courseware according to the students’ characteristics and need of teaching.3.2 The classroom writing teaching We should establish various environments of writing teaching for the students.Firstly, you can use the real objects to make environment for writing.For example: if you want to write an article about the statue of Liberty in America, teachers can present the pictures of the statue on the multimedia, then he may also enlarge some details of the pictures, so the students can easily describe the characteristics of the statue of Liberty through observe the pictures carefully.Secondly, it is a good way to represent some cases when you make environment.If there is an article concerning history affairs, how can teachers let students feel its social background and the statement of the people’ thought a lot of years ago.Then the function of multi-media can be highlighted at this time.We can make use of multimedia to project a video concerning this history affairs, so students can not only feel the social atmosphere personally on the scene, but also can easily stir up their inspirations of writing.Thirdly, using story to make writing environment For example: teachers can display a few story pictures for students firstly, then let students discuss and imagine the story and development of the plots in the pictures.Then students weave their own stories and performance the stories in front of the class.Teachers should remind students of noticing the beginning, development of the story, and paying attention to the design of suspense.Finally, students can finish a well-knitted article in a good way which can train a student to obtain and handle information effectively, it can also help students raise the ability of analyzing and processing problems according to the information that students has got, and it makes the students get initial understand of the English manuscripts.Fourthly, you can make use of the network to establish write environment.Teachers make use of a forum on the network, such as BBS, e-mail, wiki and so on, and then they can imitate the daily life scenes of foreign countries which speak English to establish a scene communicating in English.Such a good environment is helpful for students’ English writing, and it can raise the ability of a student to communicate and express his own opinion.Teachers can provide digital sharing resources, like foreign culture, politics, customs etc.and this is helpful to cultivate students English cultural literacy, because the biggest problem students facing in the past is that they always write English articles with Chinese language, which does not agree with cultural habits of English nation.Organizing group cooperative communication is also an important thing.When teachers have established writing scene and have provided writing materials for students, they can organize students to form groups for cooperation learning and exchanging views.Because different students’ Cognitive level, experiences are different, making students communicate their own standpoints with each other, is helpful for mobilizing the enthusiasm of the classmates, and it also help students find out the shortages of themselves, then they can correct the mistakes in the way of thinking in time.After students can mutually communicate the standpoints of the materials provided by teachers, students can discuss the way of write thinking with each other, and generalize the approximate frame of a work;finally they should display the achievement in front of all classmates.As a group，students must understand the meaning of what has been presented, and how the multi-media to do the work well for conveying their topic of interest.The students should choose a leader in their groups and organize different tasks with their members.3.3 Writing communication on network platform after class Because of Internet and the establishment of campus network, the interaction between the teachers and students extends from the classroom to outside, from solid time to any time.This gives teachers and students opportunity of mutual communicating during class or after class.Students can use network, like e-mail, BBS, forum, communicate with each other and discuss something about writing together.Teachers can take advantage of forum to send out writing topics, then students can discuss their own standpoints with each other directly.What’s more, if students have any questions, they can ask teachers for help by e-mails, and teachers will have a man-to-man solution patiently.Students’ can correct and evaluate compositions with each other on the network.For example: whether the contents is complete;whether there is some spelling mistakes in the compositions;whether the usage of phrases and vocabularies is correct;whether it is logically organized;whether article structure is tightly packed and so on.They can also share their own collects of excellent resources with each other.Because resources on the network are very abundant, the students can make use of index tools to collect writing-related materials, and go to some special subject websites of writing to read the excellent examples of article, they can also make use of the excellent resources that classmates have already collected and shared in the network forum.For example: students want to write an article on the topic of “The nation that I like most”, they can form their own writing ways of thinking after searching electronic resources on the network, or landing on some websites to seek some related materials, then tiding these materials up.3.4 Students’ and teachers’ work before presenting the works After teachers’ guidance, students’ correction and evaluation with each other and classmates themselves’ modification, a complete composition is finished.Then students can make use of e-mails to hand over the composition to teachers for a further correction.After correcting the compositions, the teacher can feedback the results to students by e-mails in time, so students can rectify the given mistakes in the works in a very short time, then finally they will finish a perfect work.At last, students can put the final works on the presentation platform in the network of their own class, sharing them with other classmates or they can make use these works themselves later.Also they can put the works on their own blog, as their own diaries of study growth.3.5 Evaluation of the students learning Because of the use of the multimedia and network, students should be evaluated by what they have done in class after finishing a writing work.For example: their attitudes towards the works, the students’ problem-solving skills，collaborative efforts and teamwork, the information they have shared with others.This kind of method can evaluate the students completely, and it can also avoid evaluating them only by the finally works they have done.4.Solutions in Multi-media Network Environment Writing Teaching

4.1 Problems Although the multi-media network teaching has all kinds of advantages, however it also inevitably exists some problems during the actual process of teaching.4.1.1 The poor ability of teachers’ educational technique Some teachers can not design good courseware very well, so they get to the Internet to download good ones of other teachers.However, different teachers have different ways of thinking for teaching, and students’ characteristics are also not in the same level, so this will neglect their own special features of teaching, at the same time, the teaching effect also can’t be very good.Some teachers also make courseware themselves, but the courseware’ quality is not good because their technique is bad or some other objective reasons, and there is no logic in the courseware.Teachers can not control multimedia expertly, so using the multimedia can not obtain good teaching effect, and it may also mislead the students.Firstly, while designing a courseware, teachers only pay attention to make it good-looking and interesting, not according to the demand of the teaching material and the characteristics of the students, neglecting the design of courseware’ contents, so it may lead to a result that students just join a crowd for fun, and they have interests in the class, but they can not get anything useful.Secondly, teachers may only make use of multimedia for teaching and hardly write anything on blackboards or they never carry on any other teaching activities in the class.However, multimedia always can display contents of the teaching materials in a very high speed, and the capacity of course is very big, so students can easily have a tired sense in vision, and they take a quick glance of knowledge and then forgot most of them.Thirdly, teachers’ information literacy is low, and they do not acquaint with the multi-media techniques.This is a serious blemish in teaching.If a teacher can not expertly operate a multimedia in class, then they may feel flurried when a sudden circumstance take places, so it will seriously influence class progress.Some teachers can not collect, handle and deliver teaching the information very well, and they can not organize contents of teaching and communicate with students in class with the network multimedia masterly.4.1.2 The low level of students’ information literacy The multi-media network teaching requests that the students should have high information literacy.But because of the individual and regional differences, some students can not make use of the network to search, handle and deliver information very well, and they even can not communicate freely with other classmates and teachers on the network.These all seriously influence the effect of carrying on a teaching by making use of multi-media network.4.1.3 The disorder and overflow network resources

The resources on the network are very abundant, if you want to get some resources, you can just put the key words on the internet, then there will be all kinds of resources presenting to you immediately, which will make you hard to make proper choice, and students have to take a great deal of time to choose the best quality ones in various resources, but this isn’t a very easy thing.Some information contents on the internet are harmful to students’ mental healthy, so this demands the students should have a very strong ability of identifying information and protecting themselves from harmful information.4.1.4 Using multimedia too much Because the multi-media network has advantages like image and vivid in teaching, some teachers display all their teaching content completely through multimedia, and they excessively depend on the multimedia, so it may lead to getting the opposite teaching effect in the end.What’ more, a great deal of rapid shifting teaching information makes students hard to completely absorb it, and it also easily arouse student’s tired sense in vision, mind and body.4.2 Solutions For well developing the advantages of multi-media network in teaching, we should seek all kinds of ways to solve the problems.4.2.1 Improving teachers’ ability of making use of multi-media network To raise teachers’ ability of making use of the multi-media network for teaching, we should do several things.Firstly, we should change the attitude that teachers towards multi-media network, thoroughly exterminate them the thought of making use of multi-media teaching just following and imitating others.Secondly, schools should set up some education technique training classes and encourage the teachers to take part in.In the class, they were given lecturers and tutorials to train their basic skills in multimedia application development, which can help teachers learn to make courseware, search network resources more availably, acquaint with the operation of multi-media network equipments, and control various platforms of the network freely, such as the environments of communication: E-MAIL, BBS, teachers and the students’ forum and so on.4.2.2 Paying attentions to the development of the information literacy of students School should put importance on setting up information technique lessons, so that students can have the ability of seeking information that they need, and they can organize sort, exploit and deliver information availably.Such as: training students to masterly use the various inspectional tools and handling tools of information;making them to expertly visit a website, search materials and check e-books and so on to obtain the method of getting information;letting students be good at using thinking of creation, inspiration and dissipation, through analysis of comparison and relation, looking for an information point to find and create new information.4.2.3 Raising the discrimination and inspection ability of information

The resources on the network is various and complicated, while searching information online, students should choose a suitable data index tool, such as Google, baidu, then import key words of the information, finally select the information that they need among the numerous information sea.Also it is a important thing to collect some relevant methods of searching information anywhere or anytime, only in this way can you cultivate the ability of searching information accurately, quickly.4.2.4 Combining the multi-media and traditional teachings together During the teaching, if teachers just use multimedia monotonously to present contents of lesson, it may not get a good effect.Because the courseware of teaching presents lessons in a very fast speed, and students can not consider the content clearly sometimes when content just passes by.So we should notice to combine multi-media and traditional teaching together.Teachers can not only present the teaching information of vivid image on the multimedia, but also they can make writings on the blackboard to present course outline, important and difficult points.5.Conclusion Multimedia network technology is becoming increasingly popular in education as a means to motivate students in their learning.It can provide them many ways to express their ideas and display their information.It also allows teachers to present their curriculum in an innovative manner.Students were able to study in a environment that was meaningful to them，and they also can develop skills such as teamwork，collaboration，cooperation，critical thinking skills, which would be important to them in their future career.The multi-media network teaching also can nicely adapt to all sides of the requests of the new curriculum standard in the senior high school.It not only help raise the students’ interest in English writing, develop students’ cooperative and communicating ability of study, also it can stir up their imaginative and creative ability, and make them collect, handle information independently.finally, it can raise the comprehensive ability of students in language.Although it may exist some problems in the applying process, as long as we make good strategies to deal with them, and try our best to overcome its blemish in the process of carrying on teaching, then the multi-media network will definitely make a more and more important function in the teaching of English writing and become the essential developing trend of English teaching.References Loudi.(2008).Multimedia and Network in Interactive Comprehensive English Teaching[J].China Science and Technology Information.Wanglin.The Effectiveness of Video Instruction in Different Modes ofLearning[J].Read and Write periodical.Cuiling.(2004).A perspective of students’ role in learning English in the multimedia

projectored classroom[J].Foreign Language World.叢春紅.新課標下的高中英語寫作教學策略[J].英語教育周刊電子版.汪明.(2008).大學英語教學模式的比較研究[J].海南廣播電視大學學報.趙麗.網(wǎng)絡環(huán)境下英語寫作教學的優(yōu)勢[J].北京聯(lián)合大學旅游學院英語旅游文化系.黃云霞.網(wǎng)絡及多媒體在高中英語教學中的作用[J].江西新余市第六中學.周玉梅.(2009).淺談新課標下如何培養(yǎng)學生的英語寫作能力[J].延邊教育學院學報.劉文艷.(2009).基于多媒體網(wǎng)絡環(huán)境下的英語寫作觀點構(gòu)建[J].蘭州學刊.Acknowledgements Four years’ time of college will go by quickly.Reminding of these years, I have done many things, such as: reading, textual research, graduation thesis design and so on.It seems that all goes naturally.Graduation thesis is our last word that we say goodbye to the life of university, so we need to be serious, and get a perfect end.After months of hard work, with the enthusiastic help of guiding teacher and other students, I complete the report finally.Firstly, I want to say thanks to my essay supervisor *** who has guided me patiently to finish this paper, without her help, I couldn’t have completed this paper design;Secondly, I should give my thanks to the English majors, because they have help me do the questionnaires with responsibility.All in all, I will give thanks to everyone who has helped me.

第五篇：網(wǎng)絡環(huán)境下的歷史新課改

網(wǎng)絡環(huán)境下的歷史新課改

作者: 金沙水拍

歷史課程標準要求結(jié)合“歷史學科所具有的獨特性質(zhì)，使其擁有豐富的課程資源”，首次明確提出了歷史學科課程資源的開發(fā)利用問題。歷史課程資源包括文字資料、影視資料、歷史文物、歷史遺址遺跡等，可通過文化機構(gòu)、傳播媒體、學校、參觀和網(wǎng)絡等多種渠道獲得。在課程改革條件下，歷史教學與網(wǎng)絡緊密地聯(lián)系起來了。歷史教學與網(wǎng)絡技術(shù)配合，既可制作多媒體課件，又可以建立學科資源庫、學習包、網(wǎng)絡課件等。同時利用網(wǎng)絡上的圖片、視頻、文字可以生動形象地再現(xiàn)史實，創(chuàng)設歷史情境。

網(wǎng)絡技術(shù)的普及和網(wǎng)絡資源的廣泛應用為歷史新課改提供了廣闊的舞臺。

一、讓歷史告別“歷史”

歷史是一個包羅萬象的巨大信息世界。中國有五千年的悠久的文明史，世界歷史更是浩瀚無比，可謂史籍浩如煙海，史跡星羅棋布，史家群星燦爛。她無所不包，博大精深，曾被馬克思看作“唯一的一門科學”，為后人研究過去，改革今天，開創(chuàng)未來起著不可替代的作用。然而歷史又有著滯后性、過去性的特點。如何將過去的抽象的變成真實的直觀的展示給學生，就成了歷史教學工作者夢寐以求的事。盡管教材中有許多插圖可以運用，但也只能是紙上談兵，缺乏立體感、動感；文物古跡又遠水不解近渴，影響了教學任務的完成。網(wǎng)絡教學將夢想變成了現(xiàn)實。

互聯(lián)網(wǎng)具有非常豐富的資源。歷史教師可以利用網(wǎng)絡的資源共享優(yōu)勢，隨時從網(wǎng)絡上充實自己的個人素材庫，結(jié)合教學實際，進行篩選、整理、提煉，從根本上改變了過去的單純使用教材、教參備課的老套路，實現(xiàn)備課的創(chuàng)新。在課堂教學中歷史教師可以根據(jù)教學構(gòu)思，用多媒體技術(shù)輔助創(chuàng)設良好的教學情境，改變歷史過去性和一維性？的特點，使某些抽象的、難以表現(xiàn)的教學過程得以實現(xiàn)，以形象、生動、直觀地展現(xiàn)歷史，達到聲畫同步、圖文并茂、情感共鳴，使許多教學設想變?yōu)楝F(xiàn)實，形成自己的教學風格。在網(wǎng)絡支持下的學科計算機與多媒體教學可以較好地實現(xiàn)教師教學風格的個性化和學生學習的自主化，教學的空間極大地擴展，師生之間、教師之間、學科之間相互交流和合作的余地得到無限延伸，教師的個人教學風格得到盡情地發(fā)揮。比如，七年級《氣象萬千的宋代文化》一課。我首先用兩個同學扮舅舅和侄子的身份，到北宋都城東京游玩，激發(fā)起學生的強烈欲望。緊接著大屏幕上顯示出《清明上河圖》的畫面，兩游客把東京城看見的逐一介紹給同學。網(wǎng)絡讓學生身臨其境般地漫步在東京的大街，將店鋪林立、絢麗多彩的歷史景物盡收眼底，令學生們異常激動。走到“衣市”，屏幕上出現(xiàn)了宋朝時期的各類衣飾及腳蹬“三寸金蓮”的宋朝婦女，令學生捧腹大笑。說到飲食，便把一盤熱氣騰騰的“東波肉”捧給小游客，稍后又讓小游客乘坐“牛車”、“馬車”、“轎子”，累了來到不同級別的“住房”暫作歇息。走進娛樂場所，讓參與者在“瓦肆”踢踺子和斗雞。一個個生疏的名詞在網(wǎng)絡教學下成了現(xiàn)實?！耙蝗沼巍苯Y(jié)束了，學生們在娛樂中完成了學習。網(wǎng)絡教學讓歷史告別“歷史”，讓學生學得輕松、愉悅。

二、網(wǎng)絡技術(shù)，讓知識更豐富

計算機巨大的信息儲存能力和快速檢索功能不但使歷史教師擁有了浩瀚的知識寶庫，并且能迅速查找所需要的資料為教學所用。

利用網(wǎng)上資源可以大大豐富自己的歷史知識。要教好學生，首先要不斷地豐富自己，提高自己。但經(jīng)常令歷史教師苦惱的是，好多書借不到，更買不起；只能靠手邊的一些書來應付教學，無法達到提高和豐富自己的目的。這個問題現(xiàn)在容易解決了，如果上網(wǎng)看看，就可以發(fā)現(xiàn)網(wǎng)上的資源浩如煙海，五花八門，雖不能說應有盡有，但可以說極為豐富。我僅查了一下搜狐、新浪、雅虎中國、網(wǎng)易四大網(wǎng)站，就發(fā)現(xiàn)：在搜狐網(wǎng)中，可以查到2983個關(guān)于歷史的網(wǎng)站或網(wǎng)頁；在新浪中，可以查到關(guān)于歷史的46個目錄、1399個網(wǎng)點，僅社會科學欄的歷史類中，就有古代史、近代史、現(xiàn)代史、軍事史、論壇與聊天、考古學、研究機構(gòu)、史學理論、科技史、人類大屠殺史、文革紀事、博物館與文物、歷史人物、參考資料、通史、藝術(shù)史、哲學史、地域文化等18個大類、478個網(wǎng)點，其中僅現(xiàn)代史類就有四個網(wǎng)點；在雅虎中國中，可以查到關(guān)于歷史的57個類目、871個網(wǎng)站；網(wǎng)易的社會與文化欄的歷史類中，可以查到關(guān)于歷史的652個網(wǎng)站或網(wǎng)頁，其中中國歷史490個，世界歷史191個。每個網(wǎng)站都列了詳細的目錄，許多網(wǎng)站還列了友情鏈接或搜索引擎。例如，歷史時空網(wǎng)站就設了“網(wǎng)絡極速導航”，列出了210個網(wǎng)站的名稱。從這些網(wǎng)站，還可以再查到別的網(wǎng)站，找到想看內(nèi)容。從原始資料到最新動態(tài)，都可以從網(wǎng)上看到。例如《歷史教學》雜志，就可以在“龍源國際”或“龍源國際名刊網(wǎng)”上及時地看到。更為難得的是，在網(wǎng)上還可以看到很多沒有公開出版的書籍或發(fā)表的文章，以及臺灣、香港和國外的很多研究資料、學術(shù)動態(tài)和教學情況，使自己大開眼界。例如，臺灣中央研究院歷史研究所辦的“史學連線”，就分了中國史、世界史、專史等七個欄目，內(nèi)容非常豐富。凡是網(wǎng)上的文章，只要有興趣，馬上就可以下載或打印出來，真是方便極了。如果能不間斷地從網(wǎng)上吸取來豐富自己，那一定能很快地“富?！逼饋?，真正做到了欲放一杯水，自己先裝了一桶水。

利用網(wǎng)絡資源可以學到很多歷史教學的方法，下載很多教學資料。很多網(wǎng)站都有關(guān)于歷史教育的內(nèi)容，例如在雅虎中國網(wǎng)中，就可以查到關(guān)于歷史教育的3個類目和174個網(wǎng)站；有些網(wǎng)站，是專門登載圖片的，例如“中國百年史圖片展”，就收集了大量的中國近現(xiàn)代史的圖片；有的網(wǎng)站，則不僅有圖片，還有現(xiàn)成的課件等內(nèi)容，如中學歷史教學網(wǎng)就設了教學理論、試卷交流、史學論壇、電腦學習、網(wǎng)頁制作等欄目，其中“課件下載”欄目中就有初中歷史第三冊《反對北洋軍閥統(tǒng)治的斗爭》、初中歷史第四冊《蔣家王朝的覆滅》等課件。又如佛山教育信息網(wǎng)的“中國歷史教與學”網(wǎng)站中，也有不少歷史試題和教案，還有《新中國的誕生和鞏固政權(quán)的斗爭》、《獨立戰(zhàn)爭》等課件?？纯催@些網(wǎng)站，不僅可以學到外地的教學理論和方法；看到外地的試題試卷，下載現(xiàn)成的課件，還可以學到制作課件和網(wǎng)頁的技術(shù)。各位教師將下載的課件按照自己的教學思路作適當修改后運用到教學中來，教學效果肯定比僅僅掛幾張圖表好多了。

網(wǎng)絡中的歷史資源很多，這里精選了部分網(wǎng)站加以簡介，希望有助于各位同仁學習、參考。

（一）、中學教育教學類：

1．K12中國中小學教育教學網(wǎng)：http://004km.cnet.com:8090/xuezhu，由共青團中央和中國社科院主辦。欄目有民族英烈、人民的反抗、不平等條約、歷史資料、歷史照片、歷史遺跡、歷史研究，侵華戰(zhàn)事、懺悔錄、海外評述等。鏈接的相關(guān)網(wǎng)站有“鄧小平紀念館”、“抗美援朝英烈紀念館”、“鴉片戰(zhàn)爭紀念館”、“李大釗紀念館”等。

6、故鄉(xiāng)網(wǎng)：004km.cn，其中的“歷史”（包括史界動態(tài)、歷史之謎、風云人物、文物寶庫、千秋史話等）和“學術(shù)”欄目內(nèi)容非常豐富，值得歷史教師瀏覽和參考。

（三）歷史教師個人主頁類：

1．史海泛舟：http://004km.cn包含了中學階段所用學科，歷史部分有試卷、課件、論文、同步學習等，還可以分年級查找相關(guān)資料。4．中學歷史教學園地http://004km.cn宜昌教育網(wǎng)主辦，內(nèi)容有課標、教學、史學、時事、中考、高考、下載（論文、試題、課件、資源）、史海、探究、人物、圖庫等，其中史海和探究、人物與圖庫值得一看。6．中學歷史教學資源網(wǎng) http://hsbz.126.com 湖北黃石七中劉金林的個人主頁，有歷史課件資源庫、歷史圖片素材庫、歷史試題資源庫、歷史教案資源庫、歷史論文資源庫、歷史文獻資源庫、歷史網(wǎng)絡文資源庫、歷史電影資源庫、歷史歌曲資源庫、歷史文字素材庫、課件制作資源庫、中考歷史資料庫等。

三、網(wǎng)絡教學，讓學生真正成為學習的主人

計算機網(wǎng)絡技術(shù)的應用，為學習者提供了極為豐富的電子化學習資源。學生只要掌握了一定的網(wǎng)絡操作技能和資料檢索能力，就可以通過各種網(wǎng)上搜索引擎，方便快捷地獲取自己所需要的信息。因此在教學中歷史教師以建構(gòu)主義學習理論為指導，以學生為中心，可以充分利用各種信息資源，來支持學生的自主學習和協(xié)作式探索，完成對新知識的意義建構(gòu)。在這一過程中學生不僅能得到教師的幫助與支持，而且學生之間也可以相互協(xié)作和支持。網(wǎng)絡技術(shù)讓一個孩子在信息化的講臺上有了充分發(fā)揮才能的空間，體驗成功的喜悅和創(chuàng)造性學習的樂趣，有利于激發(fā)學生的好奇心和求知欲，激活學生思考的主動性和創(chuàng)造性。課程改革中，知識與能力、方法與過程、情感態(tài)度與價值觀三維目標的實現(xiàn)要求學生改變學習方式。新的方式是主動參與、善于合作、樂于探索、勤于動手。倡導探究式學習。在學習（探究）過程中，網(wǎng)絡發(fā)揮著極大的作用。學生可以通過E－Learning的方式進行在線學習，也可以下載學件和學習材料自主學習；可以在老師的指導下，學生帶著任務和問題，自主地進行學習，通過自己的思考及在網(wǎng)上尋找信息、查閱歷史資料、解疑答難，建構(gòu)起自己的知識經(jīng)驗；也可以利用網(wǎng)絡上的資料進行歷史探究活動。

我在教學中首先將所教內(nèi)容的思考題提前布置下去，讓學生在瀏覽課上查找相關(guān)資料，自行解決問題，課上概括重點、難點引發(fā)思維。比如“文化大革命”一章，我是這樣進行的，提前布置“你了解**時期的中國嗎？”“怎樣評價毛澤東？”等思考題。讓學生帶著問題去網(wǎng)上尋找答案，獲取的知識是傳統(tǒng)的歷史教學無法比擬的。在這里學生可以最大限度地拓展知識，補充給養(yǎng)。上課時，讓學生根據(jù)自己所獲取的信息展開討論，最終得出正確答案。當然為了讓學生在五彩斑斕的知識信息中能夠感悟到哪些是最有用的，我多采用提前做好課件的辦法進行指導式小結(jié)。這些課件除了下載要補充的史料外，還配上相關(guān)內(nèi)容的畫面，和諧的聲音，圍繞教材集圖像、聲音、文字為一體為學習者服務。網(wǎng)絡教學豐富了學生的知識，開闊了視野，使自己的課更富有吸引力，學生也樂在其中。

四、開展網(wǎng)絡教學，需要教師更新教學理念

網(wǎng)絡教學是一種新生事物，其發(fā)展速度異常迅猛，這就要求教師必須跟上時代的潮流，轉(zhuǎn)變教育思想，更新教學理念。惟有教師教學理念的更新，才能用極大的熱情去培養(yǎng)、挖掘、發(fā)展學生的創(chuàng)新能力和實踐能力。

隨著現(xiàn)代化教學手段深入課堂，傳統(tǒng)單一的教學模式已成為歷史。是不是教學手段的先進就意味著教學理念更新了呢？筆者認為不能等同。如果將現(xiàn)代教學手段整和到歷史教學課中的結(jié)果，依然是教師忙，學生聽、看，這種整和仍然是不理想不完美的。因為，學生是學習的主體，學習過程中沒有學生主觀能動地參與，就不可能有真正意義上的學習。故而，教師要充分利用網(wǎng)絡教學的優(yōu)勢解放學生的眼，解放學生的腦，解放學生的時間和空間，讓學生成為學習活動的主人。否則無論多美好的教學設想和目的在學生的旁觀中都是不能實現(xiàn)的。因此，面對網(wǎng)絡教學，教師要改變已成定式的教學觀念和習慣，注重教學民主，提供讓學生大膽質(zhì)疑、自主討論的寬松環(huán)境。要由知識的傳授者轉(zhuǎn)變?yōu)檎n程的組織者，情感的支持者，學習的參與者，信息的咨詢者。只有這樣，才能使自己不再是僅讓學生學會知識的教書匠，而是學生學習的向?qū)Ш皖檰?；同時，計算機也不再是教學的輔助工具，而是學生學習的工具。

另外，網(wǎng)絡教學還應注意課堂不能追求表面的熱鬧，更忌教師圖省事撒手不管，讓學生自行上網(wǎng)查閱資料。學生參與教學的方式應以積極的情感體驗和深層次的思維及課件展示等為主，同時教師穿針引線的主導作用既要貫穿教學過程的始終又要恰到好處?！敖處熢诮虒W活動中的作用，就似進入高速公路的引橋，不斷將學生引向運行的學習高速公路，似劇團的導演，引導演員在舞臺上唱主角?！边@是洋思中學的教學理念，也是現(xiàn)代教育所追求的目標。

教無定法，網(wǎng)絡教學亦是如此。相信在敢于創(chuàng)新的開拓者面前，基于網(wǎng)絡技術(shù)的歷史教學定會綻開更艷麗的改革之花，結(jié)出更豐碩的創(chuàng)新之果！