第一篇：多媒體網(wǎng)絡(luò)環(huán)境下歷史教學(xué)的感悟

多媒體網(wǎng)絡(luò)環(huán)境下歷史教學(xué)的感悟

摘要：多媒體及網(wǎng)絡(luò)等現(xiàn)代化信息技術(shù)手段的普遍使用豐富了教學(xué)內(nèi)容，帶來(lái)了教育、教學(xué)方式的重大變革。實(shí)現(xiàn)計(jì)算機(jī)技術(shù)與歷史課堂教學(xué)的有機(jī)整合，構(gòu)建高效合理的歷史網(wǎng)絡(luò)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(biāo)。

關(guān)鍵詞：網(wǎng)絡(luò) 歷史教學(xué) 思考

計(jì)算機(jī)網(wǎng)絡(luò)問(wèn)世之后飛速發(fā)展，給人們的工作和生活方式帶來(lái)了劇變。同樣，學(xué)校的教學(xué)也受到了這種新形式的沖擊，以歷史教學(xué)為例，圖像、動(dòng)畫、聲音、視頻，使得歷史研究對(duì)象都可以模擬仿真，使學(xué)生可以觸摸到“真實(shí)”的歷史世界。

多媒體技術(shù)在歷史教學(xué)中應(yīng)用

豐富的多媒體資源，化抽象為形象，激發(fā)學(xué)生學(xué)習(xí)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(fù)出現(xiàn)。因此，我們只能認(rèn)識(shí)歷史、了解歷史，只能通過(guò)教師的言語(yǔ)描述或課本插圖等，這就影響了教學(xué)效果，教學(xué)任務(wù)完成情況欠佳，學(xué)生學(xué)習(xí)效率不高，成績(jī)不理想，甚至產(chǎn)生厭學(xué)的情緒。多媒體技術(shù)引入之后，形象地營(yíng)造了歷史情境，把原本單一的文字圖形、聲音、視頻圖像、動(dòng)畫和其他多媒體教學(xué)軟件的先進(jìn)技術(shù)有機(jī)地融合在一起，變抽象為形象，實(shí)現(xiàn)了歷史場(chǎng)面的再現(xiàn)，極大地激發(fā)了學(xué)生學(xué)習(xí)歷史的興趣。從而更好地去品味歷史，探究歷史，為學(xué)好歷史這門學(xué)科打下了良好的基礎(chǔ)。

網(wǎng)絡(luò)技術(shù)的應(yīng)用，歷史教學(xué)趨向個(gè)性化學(xué)習(xí)歷史知識(shí)包括政治、經(jīng)濟(jì)、文化、軍事等多方面，它幾乎涵蓋了人類社會(huì)發(fā)展的所有層面和領(lǐng)域。歷史上發(fā)生的每一事件，在縱向時(shí)間都是具有相承關(guān)系，又同時(shí)與同一時(shí)期的其他諸事件有著必然的內(nèi)在聯(lián)系。網(wǎng)絡(luò)技術(shù)的廣泛應(yīng)用實(shí)現(xiàn)了跨度大的歷史內(nèi)容的糅合，通過(guò)相關(guān)網(wǎng)絡(luò)技術(shù)排列成了歷史畫面、地圖動(dòng)畫等，這樣就將更完整更系統(tǒng)化的知識(shí)體系清晰地呈現(xiàn)在學(xué)生面前。適應(yīng)了不同學(xué)生的差異化學(xué)習(xí)需求，對(duì)學(xué)生的學(xué)習(xí)情況進(jìn)行客觀全面的分析判斷，調(diào)整自己的教學(xué)進(jìn)度和寬度。這樣就真正關(guān)注到每一個(gè)學(xué)生，實(shí)現(xiàn)了個(gè)性化的歷史教學(xué)。

歷史教師的角色轉(zhuǎn)變

打破傳統(tǒng)教學(xué)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(duì)于知識(shí)的絕對(duì)權(quán)威，特別是歷史這樣的人文學(xué)科來(lái)說(shuō)更是“仁者見仁智者見智”，沒(méi)有統(tǒng)一的結(jié)論。因此，為師者也需要與學(xué)生多交流碰撞，在此過(guò)程中得到相互的促進(jìn)和啟發(fā)。在教學(xué)過(guò)程中，教師特別要關(guān)注的是學(xué)生的學(xué)習(xí)過(guò)程和方法，關(guān)注學(xué)生獲得知識(shí)的途徑，加強(qiáng)師生互動(dòng)、生生互動(dòng)與師師互動(dòng)。在信息時(shí)代的背景下，學(xué)科間的綜合和滲透不斷加強(qiáng)，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(shì)，發(fā)揚(yáng)協(xié)作精神，把教師的個(gè)體智慧變?yōu)榧w的集體智慧、創(chuàng)造性勞動(dòng)，從而實(shí)現(xiàn)資源共享，這樣必然能有效地提高教學(xué)質(zhì)量，促進(jìn)教學(xué)研究質(zhì)的飛躍。

教師要從教學(xué)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(xué)型教師。不管是歷史還是別的學(xué)科的教師，都要活到老，學(xué)到老，不斷加強(qiáng)學(xué)習(xí)探究，樹立創(chuàng)新教育、素質(zhì)教育的教學(xué)觀念，充分利用多媒體輔助教學(xué)，掌握自身駕馭廣泛的教學(xué)資源的能力。如以下幾個(gè)方面要特別重視：對(duì)課程計(jì)劃和教改精神的學(xué)習(xí)與理解；對(duì)相關(guān)歷史教材的研究與處理；歷史學(xué)科知識(shí)本身的進(jìn)一步研究；對(duì)教與學(xué)方式的變革的實(shí)踐與反思……

教師是教學(xué)中的引導(dǎo)者 新課程計(jì)劃指出：“倡導(dǎo)教學(xué)民主，建立平等的師生關(guān)系，為學(xué)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(guò)去的教育實(shí)際情況來(lái)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(xué)生都是教學(xué)過(guò)程的主體，在教學(xué)過(guò)程中，只有多進(jìn)行師生互動(dòng)，相互溝通和補(bǔ)充，構(gòu)造師生互教互學(xué)的“學(xué)習(xí)共同體”，才能實(shí)現(xiàn)教學(xué)法的最大效率化。教師在新形式下的教學(xué)過(guò)程中應(yīng)該是一個(gè)引導(dǎo)者的地位，既是課程實(shí)施過(guò)程的參與者，也是學(xué)習(xí)過(guò)程的帶動(dòng)者，就像是交響樂(lè)團(tuán)中的首席小提琴而非樂(lè)隊(duì)指揮一樣。教師是學(xué)生學(xué)習(xí)活動(dòng)的指導(dǎo)者但不能代替學(xué)生掌握知識(shí)、認(rèn)識(shí)世界，不能代替學(xué)生自己的發(fā)展。因此，必須確定“教要依據(jù)學(xué)”的觀點(diǎn)，教師要能夠成為學(xué)生學(xué)習(xí)向?qū)Ш皖檰?wèn)，指導(dǎo)學(xué)生順利地掌握知識(shí)和合乎規(guī)律地去發(fā)展自己。教師與學(xué)生在課程的實(shí)施過(guò)程中開展交互學(xué)習(xí)，學(xué)生不僅參與了體現(xiàn)新教育理念的學(xué)習(xí)技能與方法的實(shí)現(xiàn)過(guò)程，而且學(xué)習(xí)了傳統(tǒng)文化的相關(guān)知識(shí)，而作為教師，同樣能在這個(gè)過(guò)程中得到知識(shí)層次的完善與個(gè)人素養(yǎng)的提升。

結(jié)束語(yǔ)

歷史教學(xué)中對(duì)現(xiàn)代信息技術(shù)的運(yùn)用，雖然時(shí)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(dāng)?shù)剡\(yùn)用多媒體技術(shù)輔助教學(xué)，我們的教學(xué)工作必然會(huì)柳暗花明，蒸蒸日上。只要我們勇于探索，善于學(xué)習(xí)，就一定能夠在教學(xué)過(guò)程中開創(chuàng)出新的局面，使歷史教學(xué)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(xué)）

第二篇：淺談多媒體網(wǎng)絡(luò)環(huán)境下古詩(shī)教學(xué)

淺談多媒體網(wǎng)絡(luò)環(huán)境下古詩(shī)教學(xué)

古詩(shī)詞以其獨(dú)特的魅力，在小學(xué)語(yǔ)文課本中，獨(dú)占一席之地。每一冊(cè)小學(xué)教材中都編排了一定數(shù)量的古詩(shī)，《語(yǔ)文課程標(biāo)準(zhǔn)》也對(duì)小學(xué)階段古詩(shī)的學(xué)習(xí)提出了具體要求。第一階段是知道古詩(shī)的大意，第二階段是領(lǐng)會(huì)作者的思想感情，第三階段是能夠領(lǐng)悟詩(shī)歌意境。小學(xué)生學(xué)習(xí)古詩(shī)可以增經(jīng)語(yǔ)感、積累語(yǔ)言、陶冶情操、豐富想象。

古詩(shī)教學(xué)，應(yīng)該打破常規(guī)，改革古詩(shī)教學(xué)的課堂結(jié)構(gòu)，改變古詩(shī)教學(xué)由老師牽著學(xué)生，逐字逐句串講詩(shī)意的做法，應(yīng)該利用網(wǎng)絡(luò)提供學(xué)習(xí)的平臺(tái)，讓學(xué)生自主學(xué)習(xí)古詩(shī)，達(dá)到學(xué)生喜歡學(xué)習(xí)古詩(shī)的目的。

關(guān)于古詩(shī)的教學(xué)，葉圣陶曾說(shuō)過(guò)：“詩(shī)歌的講授，重在陶冶性情，擴(kuò)展想象，如果抓住精要之處，指導(dǎo)一二句話，也許就夠了，不一定要繁復(fù)冗長(zhǎng)的講話。”古詩(shī)有其自身的特點(diǎn)，從語(yǔ)言文字上看，它用的是古漢語(yǔ)，從表現(xiàn)形式上看，它含蓄凝練、節(jié)奏強(qiáng)、跳躍大，從敘寫的內(nèi)容上看，它離現(xiàn)在的時(shí)代較遠(yuǎn)，寫的人和事都和學(xué)生實(shí)際相距甚遠(yuǎn)，這些都給小學(xué)生學(xué)習(xí)古詩(shī)，體味古詩(shī)意境帶來(lái)了困難。為了解決這個(gè)難題，結(jié)合古詩(shī)的特點(diǎn)，我們利用多媒體網(wǎng)絡(luò)，通過(guò)色彩鮮艷的視頻，生動(dòng)逼真的音響效果，提供給學(xué)生學(xué)習(xí)古詩(shī)有關(guān)的背景材料，將學(xué)生領(lǐng)入詩(shī)的意境，體驗(yàn)詩(shī)人的感情。為此，我總結(jié)出網(wǎng)絡(luò)環(huán)境下教學(xué)古詩(shī)的一般結(jié)構(gòu)模式。

一、運(yùn)用多媒體，創(chuàng)設(shè)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(duì)處在一定情境中，能引起情感共鳴的事物往往體驗(yàn)深刻。在古詩(shī)教學(xué)中，首先采用情境教學(xué)法，創(chuàng)設(shè)情境，迅速集中學(xué)生的注意力，調(diào)動(dòng)學(xué)習(xí)興趣，融入詩(shī)的境界，進(jìn)入最佳心理狀態(tài)。而多媒體在創(chuàng)設(shè)古詩(shī)情境方面具有獨(dú)特的優(yōu)勢(shì)。無(wú)論是音樂(lè)，還是畫面，都能在短時(shí)間內(nèi)高效地創(chuàng)造出與古詩(shī)詞內(nèi)容相吻合的情境氣氛。學(xué)生通過(guò)這一條無(wú)形的時(shí)空隧道，捕捉到古詩(shī)閃爍千年的風(fēng)彩。怎樣創(chuàng)設(shè)古詩(shī)情境呢？

1、利用音樂(lè)，創(chuàng)設(shè)情境。

古詩(shī)節(jié)奏強(qiáng)，韻律和諧，具有音樂(lè)美。而音樂(lè)又是聽覺(jué)語(yǔ)言，是人類心靈的詩(shī)章，二者具有相通共融之處。教學(xué)中借助音樂(lè)調(diào)動(dòng)情感，烘托、渲染詩(shī)歌的內(nèi)容，創(chuàng)造美的氛圍，有助于學(xué)生理解課文。我在教學(xué)《尋隱者不遇》時(shí)，播放古箏樂(lè)曲，學(xué)生感受到詩(shī)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(shí)，特意選用了為這首詩(shī)譜寫的《陽(yáng)關(guān)三疊》，那優(yōu)美滄涼的旋律，滲透學(xué)生的心靈，讓學(xué)生感受到詩(shī)人由于朋友遠(yuǎn)去的惆悵心情。音樂(lè)的魔力，足以使一個(gè)人對(duì)未能感受的事有所理解。音樂(lè)與詩(shī)詞的結(jié)合，讓學(xué)生插上了想象的翅膀，擴(kuò)大了思維的空間。

2、借助畫面，感受情境。

別林斯基說(shuō)：“詩(shī)歌不能容忍無(wú)形態(tài)的，光禿禿的抽象概念必須體現(xiàn)在生動(dòng)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。”一首好詩(shī)，最突出的特點(diǎn)之一就是它的畫面美。“詩(shī)是無(wú)形畫，畫是有形詩(shī)。”“詩(shī)中有畫”，“畫中有詩(shī)”。是歷代詩(shī)人追求的藝術(shù)境界。所以我以此特色設(shè)置畫面，用豐富的色彩，優(yōu)美的線條，整合的畫面，將詩(shī)中無(wú)形的形象變換成有形的視覺(jué)形象，讓學(xué)生通過(guò)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(xué)生思維，領(lǐng)略文字的內(nèi)涵，體會(huì)古詩(shī)的意境。如我在教低年級(jí)小朋友學(xué)習(xí)《鵝》時(shí)，就出示了事先制作的顯出詩(shī)歌內(nèi)容的投影片，然后讓學(xué)生邊聽著舒緩的樂(lè)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(shuō)出來(lái)。在美的氛圍中，學(xué)生啟動(dòng)了感覺(jué)器官和思維器官，描繪出了這樣優(yōu)美的意境：有一個(gè)美麗的湖，湖邊長(zhǎng)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?fù)軇?dòng)著。湖面上泛著微微的波紋，在陽(yáng)光的照射下閃著點(diǎn)點(diǎn)金金光。偶爾，大白鵝昂頭叫兩聲，好像在唱著歡樂(lè)的歌??美的情懷、美的形象躍然而出。

3、用語(yǔ)言描繪情境，進(jìn)入意境。

學(xué)生對(duì)古詩(shī)句理解有困難，教學(xué)時(shí)，教師若能發(fā)揮自己的聲音特點(diǎn)，根據(jù)自己對(duì)詩(shī)詞的理解，自己組織語(yǔ)言，描述詩(shī)中意境，學(xué)生更容易受到感染，領(lǐng)悟詩(shī)的意境。如教《小池》時(shí)，教師就以優(yōu)美的語(yǔ)句描述泉水叮咚、陽(yáng)光普照、蜻蜒翻飛的早春美景。幫助學(xué)生尋找生活中熟悉的事物，更好地進(jìn)入詩(shī)的意境。

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

二、運(yùn)用媒體，自主學(xué)習(xí)

由于我們面對(duì)的是一個(gè)個(gè)活生生的學(xué)生，他們有各自的思想感情，所以每個(gè)學(xué)生都蘊(yùn)藏著獨(dú)立學(xué)習(xí)的巨大潛能。古詩(shī)教學(xué)也應(yīng)培養(yǎng)學(xué)生自主學(xué)習(xí)的能力，使學(xué)生終生受益。

1、課前查詩(shī)人及寫作背景。

上課前，布置學(xué)生查詢古詩(shī)作者及寫作背景資料，培養(yǎng)學(xué)生收集處理信息的能力。例如學(xué)習(xí)《夏日絕句》一詩(shī)時(shí)，由于古今語(yǔ)言的差異以及生活環(huán)境的變遷，形成了詩(shī)人與學(xué)生感情之間的距離，學(xué)生很難體會(huì)作者那種由于多年戰(zhàn)亂給人們帶來(lái)痛苦的心情。通過(guò)網(wǎng)絡(luò)，學(xué)生查找當(dāng)時(shí)的寫作時(shí)代、背景，包括當(dāng)時(shí)的政治歷史，不僅為學(xué)習(xí)古詩(shī)內(nèi)容，體會(huì)作者感情打下了基礎(chǔ)，還培養(yǎng)了學(xué)生自主學(xué)習(xí)的品質(zhì)。

2、運(yùn)用網(wǎng)絡(luò)媒體，自主理解詩(shī)意。

自主理解詩(shī)意，是學(xué)好古詩(shī)的關(guān)鍵。古詩(shī)教學(xué)要改變傳統(tǒng)的束縛學(xué)生手腳的教法，那種老師詳詳細(xì)細(xì)講，學(xué)生原封不動(dòng)的記，老老實(shí)實(shí)地背，缺乏生氣。只要給學(xué)生創(chuàng)建一個(gè)寬松的環(huán)境、一個(gè)合作的氛圍、一個(gè)自讀自悟的機(jī)會(huì)，同時(shí)運(yùn)用多種途徑，相信學(xué)生一定會(huì)憑自己的力量理解詩(shī)意。當(dāng)然，教師也要發(fā)揮主導(dǎo)作用，利用多媒體設(shè)計(jì)一個(gè)一個(gè)有利于學(xué)生獲取知識(shí)的資源庫(kù)。讓學(xué)生依據(jù)自己的需要，進(jìn)入不同界面獲取相關(guān)資料和信息。同學(xué)們經(jīng)過(guò)自主學(xué)習(xí)、自悟自得、互學(xué)互補(bǔ)的過(guò)程，體會(huì)了嘗試的快樂(lè)、合作的快樂(lè)。在這個(gè)過(guò)程中，學(xué)生始終是學(xué)習(xí)的主角，他們找到了答案（哪怕有偏差也無(wú)妨）。這種自主學(xué)習(xí)的精神必定會(huì)使學(xué)生學(xué)習(xí)古詩(shī)的能力得到提高。

3、大膽想象誦讀悟詩(shī)情。

古詩(shī)是具有音樂(lè)性的語(yǔ)言藝術(shù)。人常說(shuō)：“書讀百遍，其義自見”，“熟讀唐詩(shī)三百詩(shī)，不會(huì)做詩(shī)也會(huì)吟。”這些真知灼見，揭示了學(xué)習(xí)古詩(shī)的內(nèi)在規(guī)律。只有充分地讀，大膽地想，才能體驗(yàn)古詩(shī)的情感和內(nèi)涵。在這個(gè)過(guò)程中，老師要鼓勵(lì)學(xué)生每一次讀都要有所收獲，讓思想在詩(shī)句營(yíng)造的世界里徜徉，讓自己的生活經(jīng)驗(yàn)和詩(shī)句聯(lián)系起來(lái)。展開豐富的想象和聯(lián)想，使詩(shī)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(duì)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(xué)生親眼目睹了廬山瀑布的雄偉氣勢(shì)，產(chǎn)生了身臨其境的感受，然后再讓學(xué)生聽配樂(lè)的課文錄音，跟著錄音練讀。這樣，學(xué)生讀起來(lái)既感情真摯，又抑揚(yáng)頓挫。最后，我把學(xué)生的朗讀錄下來(lái)，再放給他們聽，讓他們跟課文錄音比一比，自己評(píng)一評(píng)。而學(xué)生對(duì)這首詩(shī)的氣勢(shì)和內(nèi)涵也在一遍遍的誦讀中得到了更深刻的領(lǐng)會(huì)。

4、張揚(yáng)個(gè)性，展示交流。

“尊重學(xué)生的差異，為差異而教”是現(xiàn)代教學(xué)必須遵守的一個(gè)原則。學(xué)生通過(guò)前面的學(xué)習(xí)，一定會(huì)有各方面的收獲。這就要求教師利用多媒網(wǎng)絡(luò)強(qiáng)大的交互功能為學(xué)生提供一個(gè)適合交流的環(huán)境，進(jìn)一步強(qiáng)化學(xué)習(xí)內(nèi)容。例如，有的同學(xué)學(xué)習(xí)古詩(shī)后制作幻燈片表現(xiàn)“兒童急走追黃蝶，飛入菜花無(wú)處尋”。有的同學(xué)選擇動(dòng)聽的音樂(lè)進(jìn)行配樂(lè)朗讀，雖然不很完美，但必競(jìng)是孩子們自己反復(fù)推敲得出的結(jié)果。他們?cè)谶@個(gè)過(guò)程中嘗到了自主學(xué)習(xí)的樂(lè)趣。也許會(huì)有少數(shù)同學(xué)沒(méi)有找到更好的表現(xiàn)方式，但聽了別人的見意，會(huì)受到啟發(fā)，從而有更好的創(chuàng)新。這何嘗不是一種學(xué)習(xí)，一種進(jìn)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(xué)中，教師應(yīng)打破教科書的局限性，為那些有余力的學(xué)生拓展閱讀的空間，使學(xué)生嘗試個(gè)別化的拓展閱讀。教師可以指導(dǎo)學(xué)生利用網(wǎng)絡(luò)收集相對(duì)應(yīng)的古詩(shī)，由課內(nèi)帶動(dòng)課外，以課外豐富課內(nèi)。教師可以試著從以下幾個(gè)方面指導(dǎo)：

1、推薦與古詩(shī)內(nèi)容有關(guān)的資料，幫助學(xué)生進(jìn)一步了解所學(xué)的古詩(shī)。例如：學(xué)習(xí)《七步詩(shī)》學(xué)生去讀讀當(dāng)時(shí)作者寫詩(shī)時(shí)的背景故事，一定會(huì)對(duì)詩(shī)句“本自同根生，相煎何太急？”有更深的體會(huì)。

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(xué)生對(duì)這作者寫作風(fēng)格的把握。例如：學(xué)習(xí)王昌齡的《出塞》后，還可以讀一讀他的另一首《從軍行》。學(xué)生就會(huì)知道他的詩(shī)多以邊塞軍旅生活為素材這一特點(diǎn)。學(xué)習(xí)于謙的《石灰吟》后，再讀一讀他的《詠煤炭》，可以進(jìn)一步了解詩(shī)人崇高的志向。

總之，網(wǎng)絡(luò)教學(xué)進(jìn)入課堂，表現(xiàn)出其獨(dú)特的優(yōu)越性，為學(xué)生在網(wǎng)絡(luò)環(huán)境下學(xué)習(xí)古詩(shī)提供了良好的學(xué)習(xí)環(huán)境，也促進(jìn)了傳統(tǒng)古詩(shī)教學(xué)方式的改變。實(shí)踐證明，在多媒體網(wǎng)絡(luò)下教古詩(shī)，采用自主學(xué)習(xí)的模式，提高了學(xué)習(xí)古詩(shī)的效率，更好地培養(yǎng)了學(xué)生的創(chuàng)新能力和審美能力。但在教學(xué)過(guò)程中，我們要盡量避免多媒體教學(xué)凌駕于傳統(tǒng)教學(xué)之上，或是與傳統(tǒng)教學(xué)相對(duì)立，而是將它作為一種輔助教學(xué)與傳統(tǒng)教學(xué)相結(jié)合，使古詩(shī)詞教學(xué)如虎添翼，錦上添花，最終使得古詩(shī)詞教學(xué)得以優(yōu)化！

第三篇：網(wǎng)絡(luò)環(huán)境下的歷史課程教學(xué)

網(wǎng)絡(luò)環(huán)境下的歷史課程教學(xué)

西安市閻良區(qū)北屯初級(jí)中學(xué) 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(chǔ)構(gòu)建新的教學(xué)體系，在這個(gè)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(shí)載體、教學(xué)媒介和交流工具。

根據(jù)我校的教學(xué)環(huán)境，在建構(gòu)主義學(xué)習(xí)理論的指導(dǎo)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(tuán)結(jié)》一課為例談一談網(wǎng)絡(luò)環(huán)境下信息技術(shù)與歷史課程整合的問(wèn)題。

一、網(wǎng)絡(luò)環(huán)境下的歷史教學(xué)要充分體現(xiàn)自主性。

我們歷史教師應(yīng)以“教學(xué)活動(dòng)應(yīng)是在教師指導(dǎo)下的學(xué)生自主建構(gòu)知識(shí)的過(guò)程”的理念來(lái)設(shè)計(jì)利用計(jì)算機(jī)和網(wǎng)絡(luò)輔助教學(xué)。在《統(tǒng)一戰(zhàn)線的發(fā)展和各族人民的團(tuán)結(jié)》一課教學(xué)中，運(yùn)用校園網(wǎng)絡(luò)設(shè)施，嘗試以PowerPoint為載體、網(wǎng)絡(luò)為資源，以任務(wù)驅(qū)動(dòng)的自主學(xué)習(xí)和協(xié)作學(xué)習(xí)為目標(biāo)的教學(xué)設(shè)計(jì)，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(chǔ)知識(shí)、課堂練習(xí)和研究性學(xué)習(xí)等幾個(gè)模塊；在學(xué)習(xí)環(huán)境上，從教室轉(zhuǎn)到網(wǎng)絡(luò)室、除教材外還有人手一臺(tái)可以上網(wǎng)的電腦；在學(xué)習(xí)方式上，緊扣教材，設(shè)置若干相關(guān)的網(wǎng)站和相關(guān)的閱讀思考問(wèn)題，運(yùn)用PowerPoint超鏈投影出來(lái)，布置學(xué)生以個(gè)人或小組為單位，以投影出來(lái)的問(wèn)題為學(xué)習(xí)目標(biāo)，運(yùn)用網(wǎng)絡(luò)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(shí)，并從所得到的結(jié)果中進(jìn)行篩選和資源重組，進(jìn)而完成知識(shí)體系的建構(gòu)。

閱讀內(nèi)容：①統(tǒng)一戰(zhàn)線基本知識(shí)②中國(guó)共產(chǎn)黨領(lǐng)導(dǎo)的多黨合作和政治協(xié)商制度 ③港澳臺(tái)及海外華僑④中國(guó)的少數(shù)民族。瀏覽思考提綱：①各個(gè)時(shí)期統(tǒng)一戰(zhàn)線的名稱和任務(wù) ②新中國(guó)統(tǒng)一戰(zhàn)線的發(fā)展階段、內(nèi)容及作用 ③愛國(guó)統(tǒng)一戰(zhàn)線的內(nèi)容及任務(wù) ④各個(gè)時(shí)期的統(tǒng)一戰(zhàn)線有何異同? ⑤“一國(guó)兩制”的構(gòu)想及提出的目的、實(shí)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(luò)環(huán)境下的課堂教學(xué)，學(xué)習(xí)者獲取學(xué)習(xí)資源的手段——上網(wǎng)，能夠調(diào)動(dòng)他們的主觀能動(dòng)性，起到了全員參與學(xué)習(xí)的效果。使他們學(xué)會(huì)了知識(shí)的建構(gòu)，也培養(yǎng)了自主學(xué)習(xí)和終生學(xué)習(xí)的能力。

二、網(wǎng)絡(luò)環(huán)境下的歷史教學(xué)要注重課堂教學(xué)過(guò)程中教師的主導(dǎo)作用。

是不是強(qiáng)調(diào)了學(xué)習(xí)的自主性就可以忽略老師的主導(dǎo)作用呢?歷史學(xué)科的特點(diǎn)是過(guò)去性、時(shí)空跨越性、綜合性和學(xué)科交叉性等。過(guò)去性特點(diǎn)是因?yàn)闅v史不會(huì)重演也不能借助實(shí)驗(yàn)手段使其再現(xiàn)；時(shí)空跨越性意味著“上下五千年”、“古今中外”時(shí)間和空間跨度之大；綜合性和學(xué)科交叉性使其涵蓋面之廣。目前我們的教育體制下教學(xué)課時(shí)和課堂時(shí)間是受到限制的，要在有限的時(shí)間內(nèi)完成教學(xué)任務(wù)，而有些內(nèi)容學(xué)生沒(méi)興趣，但又必須要掌握的，只有通過(guò)老師的講授或指定來(lái)完成。學(xué)科特點(diǎn)決定了常規(guī)課教學(xué)還應(yīng)充分體現(xiàn)“學(xué)生為主體，教師為主導(dǎo)”。《統(tǒng)一戰(zhàn)線的發(fā)展和各族人民的團(tuán)結(jié)》一課，教師在課堂教學(xué)中起組織者和引導(dǎo)者的作用。學(xué)生網(wǎng)上學(xué)習(xí)和思考的時(shí)間控制在二十五分鐘左右，教師根據(jù)閱讀提綱檢查落實(shí)學(xué)生學(xué)習(xí)情況，并作歸納。如思考提綱中：新時(shí)期的統(tǒng)一戰(zhàn)線和抗日戰(zhàn)爭(zhēng)時(shí)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(guò)去所學(xué)知識(shí)，高度概括，這就需要教師主導(dǎo)了。教學(xué)中老師的思路必須始終關(guān)注著學(xué)生的思維走向和學(xué)習(xí)進(jìn)程，防止部分自覺(jué)性差的學(xué)生“不務(wù)正業(yè)”。網(wǎng)絡(luò)環(huán)境下的高中歷史常規(guī)課教學(xué)，計(jì)算機(jī)網(wǎng)絡(luò)應(yīng)作為輔助手段利用，正確處理好“主導(dǎo)”與“主體”的關(guān)系。

三、網(wǎng)絡(luò)環(huán)境下的歷史教學(xué)應(yīng)注重充分體現(xiàn)交互性特點(diǎn)。交互式學(xué)習(xí)是網(wǎng)絡(luò)教學(xué)優(yōu)勢(shì)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(gè)別化學(xué)習(xí)和個(gè)性化學(xué)習(xí)提供了可能。現(xiàn)代教育理論對(duì)學(xué)習(xí)者的個(gè)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(xué)中充分發(fā)揮計(jì)算機(jī)網(wǎng)絡(luò)的交互性功能，使學(xué)生根據(jù)網(wǎng)絡(luò)電腦提供的信息，在學(xué)習(xí)過(guò)程中不斷調(diào)整學(xué)習(xí)內(nèi)容和進(jìn)度，自由進(jìn)退、自主構(gòu)架。老師可以利用計(jì)算機(jī)隨時(shí)了解每個(gè)學(xué)生掌握的程度，提示學(xué)習(xí)思路，確定適宜的信息傳輸量，自動(dòng)提高或降低學(xué)生學(xué)習(xí)進(jìn)度和難度，達(dá)到教學(xué)雙贏效果。

《統(tǒng)一戰(zhàn)線的發(fā)展和各族人民的團(tuán)結(jié)》課件設(shè)計(jì)了一個(gè)主菜單（模塊），讓學(xué)生根據(jù)自己的能力自由的選擇學(xué)習(xí)內(nèi)容和進(jìn)度，其中課堂練習(xí)，由學(xué)生自行選題、答題，把自己思考后的“反應(yīng)”反饋給計(jì)算機(jī)，計(jì)算機(jī)自動(dòng)對(duì)答案給予處理并提供反饋信息。練習(xí)設(shè)計(jì)為20道選擇題，每題5分，總分100分，由計(jì)算機(jī)給出評(píng)分。這樣學(xué)生就會(huì)高度集中精力，進(jìn)入到一個(gè)高效率的學(xué)習(xí)狀態(tài)，學(xué)生對(duì)自己的學(xué)習(xí)情況心中有數(shù)，老師可以了解到學(xué)生課堂學(xué)習(xí)掌握知識(shí)的情況。研究性學(xué)習(xí)內(nèi)容鼓勵(lì)學(xué)生課后利用網(wǎng)絡(luò)和自己的任課老師進(jìn)行相互交流，還可以向提供網(wǎng)絡(luò)服務(wù)的專家請(qǐng)求指導(dǎo)，交互式網(wǎng)絡(luò)教學(xué)使課堂延伸，學(xué)無(wú)止境。

四、網(wǎng)絡(luò)環(huán)境下的歷史教學(xué)應(yīng)建立網(wǎng)上論壇，給學(xué)生提供一個(gè)交流的場(chǎng)所。

傳統(tǒng)的教學(xué)過(guò)程給學(xué)生學(xué)習(xí)交流的時(shí)間空間都非常有限，僅僅局限于老師有意識(shí)的課堂討論及課后少數(shù)同學(xué)們之間的少量交流，這對(duì)知識(shí)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(xué)生們提供了一個(gè)超越時(shí)間和空間的討論問(wèn)題、發(fā)表見解的場(chǎng)所。在這里可以暢所欲言發(fā)表自己的觀點(diǎn)，可以以自己的方式給其他同學(xué)解決實(shí)際的問(wèn)題，可以參考其他同學(xué)的觀點(diǎn)加深對(duì)歷史問(wèn)題的進(jìn)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(xué)們擔(dān)任，定期為同學(xué)們解決問(wèn)題。相信通過(guò)課堂及課外這一系列的協(xié)作交流，會(huì)大大激發(fā)學(xué)生學(xué)習(xí)的興趣，充分提高學(xué)生自主學(xué)習(xí)的能力。在上了《統(tǒng)一戰(zhàn)線的發(fā)展和各族人民的團(tuán)結(jié)》一課后，我曾有意將我的E-mail告訴了我的學(xué)生，有什么問(wèn)題可以給我發(fā)信，短短的一周竟然收到了近一百封來(lái)信，學(xué)生置疑的熱情被充分調(diào)動(dòng)了起來(lái)，學(xué)習(xí)的勁頭也比以前高漲了許多。網(wǎng)上論壇的建立將成為學(xué)生學(xué)習(xí)交流的工具。

總之，網(wǎng)絡(luò)環(huán)境下的歷史課程教學(xué)，應(yīng)以學(xué)生的自主學(xué)習(xí)為中心，教師的主導(dǎo)、引導(dǎo)作用為前提，發(fā)揮多媒體教學(xué)的自主、交互功能，實(shí)現(xiàn)課堂教學(xué)中多種教學(xué)方法的綜合運(yùn)用。我們要在現(xiàn)代教育理論的指導(dǎo)下，積極實(shí)踐，勇于探索，使網(wǎng)絡(luò)充分發(fā)揮其教學(xué)功能。

以上只是筆者的一些初步思考，網(wǎng)絡(luò)環(huán)境下信息技術(shù)與歷史課程的整合還有更多的問(wèn)題需要討論，如歷史教學(xué)網(wǎng)站的基本規(guī)范探討、網(wǎng)絡(luò)教學(xué)課基本模式的探討、新的教育評(píng)價(jià)問(wèn)題、課時(shí)安排、網(wǎng)絡(luò)教學(xué)環(huán)境中師生關(guān)系問(wèn)題等等，都需要進(jìn)一步的研究。筆者認(rèn)為，信息技術(shù)的發(fā)展將給中學(xué)歷史教育帶來(lái)新的發(fā)展契機(jī)，現(xiàn)在對(duì)教師來(lái)說(shuō)，最重要的就是，去做。正如當(dāng)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(luò)環(huán)境下的高中英語(yǔ)寫作教學(xué)

多媒體網(wǎng)絡(luò)環(huán)境下的高中英語(yǔ)寫作教學(xué)

內(nèi)容摘要

根據(jù)新課標(biāo)，高中英語(yǔ)寫作教學(xué)越來(lái)越重視學(xué)生的獨(dú)立、協(xié)作、創(chuàng)新和利用多媒體網(wǎng)絡(luò)進(jìn)行交流學(xué)習(xí)、搜索信息的能力。令我們欣慰的是，現(xiàn)在多媒體網(wǎng)絡(luò)技術(shù)恰好能夠滿足新課標(biāo)各個(gè)方面的要求。多媒體網(wǎng)絡(luò)寫作教學(xué)有許多的優(yōu)勢(shì)是傳統(tǒng)寫作教學(xué)無(wú)法超越的。在教學(xué)過(guò)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(luò)平臺(tái)進(jìn)行獨(dú)立搜索、處理材料，他們能夠互相交流、討論作文主題、互相評(píng)價(jià)作品。然而，多媒體網(wǎng)絡(luò)寫作教學(xué)也有它本身的缺點(diǎn)，因此需要我們付出巨大的努力去克服它們，唯有通過(guò)這種方式，我們才能得到好的教學(xué)效果。

關(guān)鍵詞： 多媒體網(wǎng)絡(luò)

寫作教學(xué)

信息培養(yǎng)

交流

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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

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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(biāo)下的高中英語(yǔ)寫作教學(xué)策略[J].英語(yǔ)教育周刊電子版.汪明.(2008).大學(xué)英語(yǔ)教學(xué)模式的比較研究[J].海南廣播電視大學(xué)學(xué)報(bào).趙麗.網(wǎng)絡(luò)環(huán)境下英語(yǔ)寫作教學(xué)的優(yōu)勢(shì)[J].北京聯(lián)合大學(xué)旅游學(xué)院英語(yǔ)旅游文化系.黃云霞.網(wǎng)絡(luò)及多媒體在高中英語(yǔ)教學(xué)中的作用[J].江西新余市第六中學(xué).周玉梅.(2009).淺談新課標(biāo)下如何培養(yǎng)學(xué)生的英語(yǔ)寫作能力[J].延邊教育學(xué)院學(xué)報(bào).劉文艷.(2009).基于多媒體網(wǎng)絡(luò)環(huán)境下的英語(yǔ)寫作觀點(diǎn)構(gòu)建[J].蘭州學(xué)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(luò)環(huán)境下的歷史新課改

網(wǎng)絡(luò)環(huán)境下的歷史新課改

作者: 金沙水拍

歷史課程標(biāo)準(zhǔn)要求結(jié)合“歷史學(xué)科所具有的獨(dú)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(xué)科課程資源的開發(fā)利用問(wèn)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(guò)文化機(jī)構(gòu)、傳播媒體、學(xué)校、參觀和網(wǎng)絡(luò)等多種渠道獲得。在課程改革條件下，歷史教學(xué)與網(wǎng)絡(luò)緊密地聯(lián)系起來(lái)了。歷史教學(xué)與網(wǎng)絡(luò)技術(shù)配合，既可制作多媒體課件，又可以建立學(xué)科資源庫(kù)、學(xué)習(xí)包、網(wǎng)絡(luò)課件等。同時(shí)利用網(wǎng)絡(luò)上的圖片、視頻、文字可以生動(dòng)形象地再現(xiàn)史實(shí)，創(chuàng)設(shè)歷史情境。

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

一、讓歷史告別“歷史”

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

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(luò)的資源共享優(yōu)勢(shì)，隨時(shí)從網(wǎng)絡(luò)上充實(shí)自己的個(gè)人素材庫(kù)，結(jié)合教學(xué)實(shí)際，進(jìn)行篩選、整理、提煉，從根本上改變了過(guò)去的單純使用教材、教參備課的老套路，實(shí)現(xiàn)備課的創(chuàng)新。在課堂教學(xué)中歷史教師可以根據(jù)教學(xué)構(gòu)思，用多媒體技術(shù)輔助創(chuàng)設(shè)良好的教學(xué)情境，改變歷史過(guò)去性和一維性？的特點(diǎn)，使某些抽象的、難以表現(xiàn)的教學(xué)過(guò)程得以實(shí)現(xiàn)，以形象、生動(dòng)、直觀地展現(xiàn)歷史，達(dá)到聲畫同步、圖文并茂、情感共鳴，使許多教學(xué)設(shè)想變?yōu)楝F(xiàn)實(shí)，形成自己的教學(xué)風(fēng)格。在網(wǎng)絡(luò)支持下的學(xué)科計(jì)算機(jī)與多媒體教學(xué)可以較好地實(shí)現(xiàn)教師教學(xué)風(fēng)格的個(gè)性化和學(xué)生學(xué)習(xí)的自主化，教學(xué)的空間極大地?cái)U(kuò)展，師生之間、教師之間、學(xué)科之間相互交流和合作的余地得到無(wú)限延伸，教師的個(gè)人教學(xué)風(fēng)格得到盡情地發(fā)揮。比如，七年級(jí)《氣象萬(wàn)千的宋代文化》一課。我首先用兩個(gè)同學(xué)扮舅舅和侄子的身份，到北宋都城東京游玩，激發(fā)起學(xué)生的強(qiáng)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(xué)。網(wǎng)絡(luò)讓學(xué)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(xué)生們異常激動(dòng)。走到“衣市”，屏幕上出現(xiàn)了宋朝時(shí)期的各類衣飾及腳蹬“三寸金蓮”的宋朝婦女，令學(xué)生捧腹大笑。說(shuō)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(lái)到不同級(jí)別的“住房”暫作歇息。走進(jìn)娛樂(lè)場(chǎng)所，讓參與者在“瓦肆”踢踺子和斗雞。一個(gè)個(gè)生疏的名詞在網(wǎng)絡(luò)教學(xué)下成了現(xiàn)實(shí)。“一日游”結(jié)束了，學(xué)生們?cè)趭蕵?lè)中完成了學(xué)習(xí)。網(wǎng)絡(luò)教學(xué)讓歷史告別“歷史”，讓學(xué)生學(xué)得輕松、愉悅。

二、網(wǎng)絡(luò)技術(shù)，讓知識(shí)更豐富

計(jì)算機(jī)巨大的信息儲(chǔ)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(shí)寶庫(kù)，并且能迅速查找所需要的資料為教學(xué)所用。

利用網(wǎng)上資源可以大大豐富自己的歷史知識(shí)。要教好學(xué)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(lái)應(yīng)付教學(xué)，無(wú)法達(dá)到提高和豐富自己的目的。這個(gè)問(wèn)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(shuō)應(yīng)有盡有，但可以說(shuō)極為豐富。我僅查了一下搜狐、新浪、雅虎中國(guó)、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(gè)關(guān)于歷史的網(wǎng)站或網(wǎng)頁(yè)；在新浪中，可以查到關(guān)于歷史的46個(gè)目錄、1399個(gè)網(wǎng)點(diǎn)，僅社會(huì)科學(xué)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(xué)、研究機(jī)構(gòu)、史學(xué)理論、科技史、人類大屠殺史、文革紀(jì)事、博物館與文物、歷史人物、參考資料、通史、藝術(shù)史、哲學(xué)史、地域文化等18個(gè)大類、478個(gè)網(wǎng)點(diǎn)，其中僅現(xiàn)代史類就有四個(gè)網(wǎng)點(diǎn)；在雅虎中國(guó)中，可以查到關(guān)于歷史的57個(gè)類目、871個(gè)網(wǎng)站；網(wǎng)易的社會(huì)與文化欄的歷史類中，可以查到關(guān)于歷史的652個(gè)網(wǎng)站或網(wǎng)頁(yè)，其中中國(guó)歷史490個(gè)，世界歷史191個(gè)。每個(gè)網(wǎng)站都列了詳細(xì)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(shí)空網(wǎng)站就設(shè)了“網(wǎng)絡(luò)極速導(dǎo)航”，列出了210個(gè)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(dòng)態(tài)，都可以從網(wǎng)上看到。例如《歷史教學(xué)》雜志，就可以在“龍?jiān)磭?guó)際”或“龍?jiān)磭?guó)際名刊網(wǎng)”上及時(shí)地看到。更為難得的是，在網(wǎng)上還可以看到很多沒(méi)有公開出版的書籍或發(fā)表的文章，以及臺(tái)灣、香港和國(guó)外的很多研究資料、學(xué)術(shù)動(dòng)態(tài)和教學(xué)情況，使自己大開眼界。例如，臺(tái)灣中央研究院歷史研究所辦的“史學(xué)連線”，就分了中國(guó)史、世界史、專史等七個(gè)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(lái)，真是方便極了。如果能不間斷地從網(wǎng)上吸取來(lái)豐富自己，那一定能很快地“富裕”起來(lái)，真正做到了欲放一杯水，自己先裝了一桶水。

利用網(wǎng)絡(luò)資源可以學(xué)到很多歷史教學(xué)的方法，下載很多教學(xué)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(guó)網(wǎng)中，就可以查到關(guān)于歷史教育的3個(gè)類目和174個(gè)網(wǎng)站；有些網(wǎng)站，是專門登載圖片的，例如“中國(guó)百年史圖片展”，就收集了大量的中國(guó)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(xué)歷史教學(xué)網(wǎng)就設(shè)了教學(xué)理論、試卷交流、史學(xué)論壇、電腦學(xué)習(xí)、網(wǎng)頁(yè)制作等欄目，其中“課件下載”欄目中就有初中歷史第三冊(cè)《反對(duì)北洋軍閥統(tǒng)治的斗爭(zhēng)》、初中歷史第四冊(cè)《蔣家王朝的覆滅》等課件。又如佛山教育信息網(wǎng)的“中國(guó)歷史教與學(xué)”網(wǎng)站中，也有不少歷史試題和教案，還有《新中國(guó)的誕生和鞏固政權(quán)的斗爭(zhēng)》、《獨(dú)立戰(zhàn)爭(zhēng)》等課件。看看這些網(wǎng)站，不僅可以學(xué)到外地的教學(xué)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(xué)到制作課件和網(wǎng)頁(yè)的技術(shù)。各位教師將下載的課件按照自己的教學(xué)思路作適當(dāng)修改后運(yùn)用到教學(xué)中來(lái)，教學(xué)效果肯定比僅僅掛幾張圖表好多了。

網(wǎng)絡(luò)中的歷史資源很多，這里精選了部分網(wǎng)站加以簡(jiǎn)介，希望有助于各位同仁學(xué)習(xí)、參考。

（一）、中學(xué)教育教學(xué)類：

1．K12中國(guó)中小學(xué)教育教學(xué)網(wǎng)：http://www.tmdps.cnet.com:8090/xuezhu，由共青團(tuán)中央和中國(guó)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(píng)述等。鏈接的相關(guān)網(wǎng)站有“鄧小平紀(jì)念館”、“抗美援朝英烈紀(jì)念館”、“鴉片戰(zhàn)爭(zhēng)紀(jì)念館”、“李大釗紀(jì)念館”等。

6、故鄉(xiāng)網(wǎng)：www.tmdps.cn，其中的“歷史”（包括史界動(dòng)態(tài)、歷史之謎、風(fēng)云人物、文物寶庫(kù)、千秋史話等）和“學(xué)術(shù)”欄目?jī)?nèi)容非常豐富，值得歷史教師瀏覽和參考。

（三）歷史教師個(gè)人主頁(yè)類：

1．史海泛舟：http://www.tmdps.cn包含了中學(xué)階段所用學(xué)科，歷史部分有試卷、課件、論文、同步學(xué)習(xí)等，還可以分年級(jí)查找相關(guān)資料。4．中學(xué)歷史教學(xué)園地http://www.tmdps.cn宜昌教育網(wǎng)主辦，內(nèi)容有課標(biāo)、教學(xué)、史學(xué)、時(shí)事、中考、高考、下載（論文、試題、課件、資源）、史海、探究、人物、圖庫(kù)等，其中史海和探究、人物與圖庫(kù)值得一看。6．中學(xué)歷史教學(xué)資源網(wǎng) http://hsbz.126.com 湖北黃石七中劉金林的個(gè)人主頁(yè)，有歷史課件資源庫(kù)、歷史圖片素材庫(kù)、歷史試題資源庫(kù)、歷史教案資源庫(kù)、歷史論文資源庫(kù)、歷史文獻(xiàn)資源庫(kù)、歷史網(wǎng)絡(luò)文資源庫(kù)、歷史電影資源庫(kù)、歷史歌曲資源庫(kù)、歷史文字素材庫(kù)、課件制作資源庫(kù)、中考?xì)v史資料庫(kù)等。

三、網(wǎng)絡(luò)教學(xué)，讓學(xué)生真正成為學(xué)習(xí)的主人

計(jì)算機(jī)網(wǎng)絡(luò)技術(shù)的應(yīng)用，為學(xué)習(xí)者提供了極為豐富的電子化學(xué)習(xí)資源。學(xué)生只要掌握了一定的網(wǎng)絡(luò)操作技能和資料檢索能力，就可以通過(guò)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(xué)中歷史教師以建構(gòu)主義學(xué)習(xí)理論為指導(dǎo)，以學(xué)生為中心，可以充分利用各種信息資源，來(lái)支持學(xué)生的自主學(xué)習(xí)和協(xié)作式探索，完成對(duì)新知識(shí)的意義建構(gòu)。在這一過(guò)程中學(xué)生不僅能得到教師的幫助與支持，而且學(xué)生之間也可以相互協(xié)作和支持。網(wǎng)絡(luò)技術(shù)讓一個(gè)孩子在信息化的講臺(tái)上有了充分發(fā)揮才能的空間，體驗(yàn)成功的喜悅和創(chuàng)造性學(xué)習(xí)的樂(lè)趣，有利于激發(fā)學(xué)生的好奇心和求知欲，激活學(xué)生思考的主動(dòng)性和創(chuàng)造性。課程改革中，知識(shí)與能力、方法與過(guò)程、情感態(tài)度與價(jià)值觀三維目標(biāo)的實(shí)現(xiàn)要求學(xué)生改變學(xué)習(xí)方式。新的方式是主動(dòng)參與、善于合作、樂(lè)于探索、勤于動(dòng)手。倡導(dǎo)探究式學(xué)習(xí)。在學(xué)習(xí)（探究）過(guò)程中，網(wǎng)絡(luò)發(fā)揮著極大的作用。學(xué)生可以通過(guò)E－Learning的方式進(jìn)行在線學(xué)習(xí)，也可以下載學(xué)件和學(xué)習(xí)材料自主學(xué)習(xí)；可以在老師的指導(dǎo)下，學(xué)生帶著任務(wù)和問(wèn)題，自主地進(jìn)行學(xué)習(xí)，通過(guò)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(shí)經(jīng)驗(yàn)；也可以利用網(wǎng)絡(luò)上的資料進(jìn)行歷史探究活動(dòng)。

我在教學(xué)中首先將所教內(nèi)容的思考題提前布置下去，讓學(xué)生在瀏覽課上查找相關(guān)資料，自行解決問(wèn)題，課上概括重點(diǎn)、難點(diǎn)引發(fā)思維。比如“文化大革命”一章，我是這樣進(jìn)行的，提前布置“你了解**時(shí)期的中國(guó)嗎？”“怎樣評(píng)價(jià)毛澤東？”等思考題。讓學(xué)生帶著問(wèn)題去網(wǎng)上尋找答案，獲取的知識(shí)是傳統(tǒng)的歷史教學(xué)無(wú)法比擬的。在這里學(xué)生可以最大限度地拓展知識(shí)，補(bǔ)充給養(yǎng)。上課時(shí)，讓學(xué)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(dāng)然為了讓學(xué)生在五彩斑斕的知識(shí)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(jìn)行指導(dǎo)式小結(jié)。這些課件除了下載要補(bǔ)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(xué)習(xí)者服務(wù)。網(wǎng)絡(luò)教學(xué)豐富了學(xué)生的知識(shí)，開闊了視野，使自己的課更富有吸引力，學(xué)生也樂(lè)在其中。

四、開展網(wǎng)絡(luò)教學(xué)，需要教師更新教學(xué)理念

網(wǎng)絡(luò)教學(xué)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(shí)代的潮流，轉(zhuǎn)變教育思想，更新教學(xué)理念。惟有教師教學(xué)理念的更新，才能用極大的熱情去培養(yǎng)、挖掘、發(fā)展學(xué)生的創(chuàng)新能力和實(shí)踐能力。

隨著現(xiàn)代化教學(xué)手段深入課堂，傳統(tǒng)單一的教學(xué)模式已成為歷史。是不是教學(xué)手段的先進(jìn)就意味著教學(xué)理念更新了呢？筆者認(rèn)為不能等同。如果將現(xiàn)代教學(xué)手段整和到歷史教學(xué)課中的結(jié)果，依然是教師忙，學(xué)生聽、看，這種整和仍然是不理想不完美的。因?yàn)椋瑢W(xué)生是學(xué)習(xí)的主體，學(xué)習(xí)過(guò)程中沒(méi)有學(xué)生主觀能動(dòng)地參與，就不可能有真正意義上的學(xué)習(xí)。故而，教師要充分利用網(wǎng)絡(luò)教學(xué)的優(yōu)勢(shì)解放學(xué)生的眼，解放學(xué)生的腦，解放學(xué)生的時(shí)間和空間，讓學(xué)生成為學(xué)習(xí)活動(dòng)的主人。否則無(wú)論多美好的教學(xué)設(shè)想和目的在學(xué)生的旁觀中都是不能實(shí)現(xiàn)的。因此，面對(duì)網(wǎng)絡(luò)教學(xué)，教師要改變已成定式的教學(xué)觀念和習(xí)慣，注重教學(xué)民主，提供讓學(xué)生大膽質(zhì)疑、自主討論的寬松環(huán)境。要由知識(shí)的傳授者轉(zhuǎn)變?yōu)檎n程的組織者，情感的支持者，學(xué)習(xí)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(xué)生學(xué)會(huì)知識(shí)的教書匠，而是學(xué)生學(xué)習(xí)的向?qū)Ш皖檰?wèn)；同時(shí)，計(jì)算機(jī)也不再是教學(xué)的輔助工具，而是學(xué)生學(xué)習(xí)的工具。

另外，網(wǎng)絡(luò)教學(xué)還應(yīng)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(xué)生自行上網(wǎng)查閱資料。學(xué)生參與教學(xué)的方式應(yīng)以積極的情感體驗(yàn)和深層次的思維及課件展示等為主，同時(shí)教師穿針引線的主導(dǎo)作用既要貫穿教學(xué)過(guò)程的始終又要恰到好處。“教師在教學(xué)活動(dòng)中的作用，就似進(jìn)入高速公路的引橋，不斷將學(xué)生引向運(yùn)行的學(xué)習(xí)高速公路，似劇團(tuán)的導(dǎo)演，引導(dǎo)演員在舞臺(tái)上唱主角。”這是洋思中學(xué)的教學(xué)理念，也是現(xiàn)代教育所追求的目標(biāo)。

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