多媒体网络环境下历史教学的感悟5篇

第一篇：多媒体网络环境下历史教学的感悟

多媒体网络环境下历史教学的感悟

摘要：多媒体及网络等现代化信息技术手段的普遍使用丰富了教学内容，带来了教育、教学方式的重大变革。实现计算机技术与历史课堂教学的有机整合，构建高效合理的历史网络课，是现代教育的发展方向，也是高中历史教师所追求的目标。

关键词：网络 历史教学 思考

计算机网络问世之后飞速发展，给人们的工作和生活方式带来了剧变。同样，学校的教学也受到了这种新形式的冲击，以历史教学为例，图像、动画、声音、视频，使得历史研究对象都可以模拟仿真，使学生可以触摸到“真实”的历史世界。

多媒体技术在历史教学中应用

丰富的多媒体资源，化抽象为形象，激发学生学习历史的兴趣 历史不能重演，历史的本质决定了历史不可以反复出现。因此，我们只能认识历史、了解历史，只能通过教师的言语描述或课本插图等，这就影响了教学效果，教学任务完成情况欠佳，学生学习效率不高，成绩不理想，甚至产生厌学的情绪。多媒体技术引入之后，形象地营造了历史情境，把原本单一的文字图形、声音、视频图像、动画和其他多媒体教学软件的先进技术有机地融合在一起，变抽象为形象，实现了历史场面的再现，极大地激发了学生学习历史的兴趣。从而更好地去品味历史，探究历史，为学好历史这门学科打下了良好的基础。

网络技术的应用，历史教学趋向个性化学习历史知识包括政治、经济、文化、军事等多方面，它几乎涵盖了人类社会发展的所有层面和领域。历史上发生的每一事件，在纵向时间都是具有相承关系，又同时与同一时期的其他诸事件有着必然的内在联系。网络技术的广泛应用实现了跨度大的历史内容的糅合，通过相关网络技术排列成了历史画面、地图动画等，这样就将更完整更系统化的知识体系清晰地呈现在学生面前。适应了不同学生的差异化学习需求，对学生的学习情况进行客观全面的分析判断，调整自己的教学进度和宽度。这样就真正关注到每一个学生，实现了个性化的历史教学。

历史教师的角色转变

打破传统教学思想，注入现代教育理念 现代教育理念要求打破教师对于知识的绝对权威，特别是历史这样的人文学科来说更是“仁者见仁智者见智”，没有统一的结论。因此，为师者也需要与学生多交流碰撞，在此过程中得到相互的促进和启发。在教学过程中，教师特别要关注的是学生的学习过程和方法，关注学生获得知识的途径，加强师生互动、生生互动与师师互动。在信息时代的背景下，学科间的综合和渗透不断加强，这就需要不同教师间的相互配合与帮助，要发挥各自的优势，发扬协作精神，把教师的个体智慧变为集体的集体智慧、创造性劳动，从而实现资源共享，这样必然能有效地提高教学质量，促进教学研究质的飞跃。

教师要从教学型向研究型转变 现代教育需要的是研究型的教师，而不仅仅是以往单一的教学型教师。不管是历史还是别的学科的教师，都要活到老，学到老，不断加强学习探究，树立创新教育、素质教育的教学观念，充分利用多媒体辅助教学，掌握自身驾驭广泛的教学资源的能力。如以下几个方面要特别重视：对课程计划和教改精神的学习与理解；对相关历史教材的研究与处理；历史学科知识本身的进一步研究；对教与学方式的变革的实践与反思……

教师是教学中的引导者 新课程计划指出：“倡导教学民主，建立平等的师生关系，为学生禀赋和潜能自由、充分的发展创造宽松的环境。”就过去的教育实际情况来看，教育的主体方式一直是单向传授，这显然已与现代教育的思想与理念相悖。教师与学生都是教学过程的主体，在教学过程中，只有多进行师生互动，相互沟通和补充，构造师生互教互学的“学习共同体”，才能实现教学法的最大效率化。教师在新形式下的教学过程中应该是一个引导者的地位，既是课程实施过程的参与者，也是学习过程的带动者，就像是交响乐团中的首席小提琴而非乐队指挥一样。教师是学生学习活动的指导者但不能代替学生掌握知识、认识世界，不能代替学生自己的发展。因此，必须确定“教要依据学”的观点，教师要能够成为学生学习向导和顾问，指导学生顺利地掌握知识和合乎规律地去发展自己。教师与学生在课程的实施过程中开展交互学习，学生不仅参与了体现新教育理念的学习技能与方法的实现过程，而且学习了传统文化的相关知识，而作为教师，同样能在这个过程中得到知识层次的完善与个人素养的提升。

结束语

历史教学中对现代信息技术的运用，虽然时间短，但其发展速度很快。如果历史教师能够深入钻研教材教法，恰当地运用多媒体技术辅助教学，我们的教学工作必然会柳暗花明，蒸蒸日上。只要我们勇于探索，善于学习，就一定能够在教学过程中开创出新的局面，使历史教学的课堂获益匪浅，充满趣味。

（作者单位：山西省沁源县第一中学）

第二篇：浅谈多媒体网络环境下古诗教学

浅谈多媒体网络环境下古诗教学

古诗词以其独特的魅力，在小学语文课本中，独占一席之地。每一册小学教材中都编排了一定数量的古诗，《语文课程标准》也对小学阶段古诗的学习提出了具体要求。第一阶段是知道古诗的大意，第二阶段是领会作者的思想感情，第三阶段是能够领悟诗歌意境。小学生学习古诗可以增经语感、积累语言、陶冶情操、丰富想象。

古诗教学，应该打破常规，改革古诗教学的课堂结构，改变古诗教学由老师牵着学生，逐字逐句串讲诗意的做法，应该利用网络提供学习的平台，让学生自主学习古诗，达到学生喜欢学习古诗的目的。

关于古诗的教学，叶圣陶曾说过：“诗歌的讲授，重在陶冶性情，扩展想象，如果抓住精要之处，指导一二句话，也许就够了，不一定要繁复冗长的讲话。”古诗有其自身的特点，从语言文字上看，它用的是古汉语，从表现形式上看，它含蓄凝练、节奏强、跳跃大，从叙写的内容上看，它离现在的时代较远，写的人和事都和学生实际相距甚远，这些都给小学生学习古诗，体味古诗意境带来了困难。为了解决这个难题，结合古诗的特点，我们利用多媒体网络，通过色彩鲜艳的视频，生动逼真的音响效果，提供给学生学习古诗有关的背景材料，将学生领入诗的意境，体验诗人的感情。为此，我总结出网络环境下教学古诗的一般结构模式。

一、运用多媒体，创设情境

早在一千多年前，刘勰的《文心雕龙》中有关于“情境”的论述，所谓“情以物迁，辞以情发”。人对处在一定情境中，能引起情感共鸣的事物往往体验深刻。在古诗教学中，首先采用情境教学法，创设情境，迅速集中学生的注意力，调动学习兴趣，融入诗的境界，进入最佳心理状态。而多媒体在创设古诗情境方面具有独特的优势。无论是音乐，还是画面，都能在短时间内高效地创造出与古诗词内容相吻合的情境气氛。学生通过这一条无形的时空隧道，捕捉到古诗闪烁千年的风彩。怎样创设古诗情境呢？

1、利用音乐，创设情境。

古诗节奏强，韵律和谐，具有音乐美。而音乐又是听觉语言，是人类心灵的诗章，二者具有相通共融之处。教学中借助音乐调动情感，烘托、渲染诗歌的内容，创造美的氛围，有助于学生理解课文。我在教学《寻隐者不遇》时，播放古筝乐曲，学生感受到诗中云雾迷漫，树影婆娑的美景。有一位老师在教《送元二使安西》时，特意选用了为这首诗谱写的《阳关三叠》，那优美沧凉的旋律，渗透学生的心灵，让学生感受到诗人由于朋友远去的惆怅心情。音乐的魔力，足以使一个人对未能感受的事有所理解。音乐与诗词的结合，让学生插上了想象的翅膀，扩大了思维的空间。

2、借助画面，感受情境。

别林斯基说：“诗歌不能容忍无形态的，光秃秃的抽象概念必须体现在生动而美妙的形象中，思想渗透于形象如同亮光渗透多面体的水晶一样。”一首好诗，最突出的特点之一就是它的画面美。“诗是无形画，画是有形诗。”“诗中有画”，“画中有诗”。是历代诗人追求的艺术境界。所以我以此特色设置画面，用丰富的色彩，优美的线条，整合的画面，将诗中无形的形象变换成有形的视觉形象，让学生通过画面产生丰富的联想，感受画中的情，画外的音，活跃课堂气氛，激活学生思维，领略文字的内涵，体会古诗的意境。如我在教低年级小朋友学习《鹅》时，就出示了事先制作的显出诗歌内容的投影片，然后让学生边听着舒缓的乐曲，边看图，并展开想象，试着用自己的话把图上的内容具体地说出来。在美的氛围中，学生启动了感觉器官和思维器官，描绘出了这样优美的意境：有一个美丽的湖，湖边长着嫩绿的草，开着鲜艳的花。湖水清清的，水中有几只大白鹅，雪白的羽毛浮在碧绿的湖面上，红红的脚掌正悠然地拨动着。湖面上泛着微微的波纹，在阳光的照射下闪着点点金金光。偶尔，大白鹅昂头叫两声，好像在唱着欢乐的歌„„美的情怀、美的形象跃然而出。

3、用语言描绘情境，进入意境。

学生对古诗句理解有困难，教学时，教师若能发挥自己的声音特点，根据自己对诗词的理解，自己组织语言，描述诗中意境，学生更容易受到感染，领悟诗的意境。如教《小池》时，教师就以优美的语句描述泉水叮咚、阳光普照、蜻蜒翻飞的早春美景。帮助学生寻找生活中熟悉的事物，更好地进入诗的意境。

总之，利用多媒体声像集合的特点制作了许多优美的画面，选取了与教学内容相符的音乐，积极努力地创造教学情境，使学生获得视觉美、听觉美，融入一个美的氛围之中，为学习古诗奠定了感情基调，让诗人与学生的心灵产生了共鸣，拉近了学生与诗人的时空距离，帮助学生产生与诗人思想感情相契合的心理情绪，为学好古诗开了好头。

二、运用媒体，自主学习

由于我们面对的是一个个活生生的学生，他们有各自的思想感情，所以每个学生都蕴藏着独立学习的巨大潜能。古诗教学也应培养学生自主学习的能力，使学生终生受益。

1、课前查诗人及写作背景。

上课前，布置学生查询古诗作者及写作背景资料，培养学生收集处理信息的能力。例如学习《夏日绝句》一诗时，由于古今语言的差异以及生活环境的变迁，形成了诗人与学生感情之间的距离，学生很难体会作者那种由于多年战乱给人们带来痛苦的心情。通过网络，学生查找当时的写作时代、背景，包括当时的政治历史，不仅为学习古诗内容，体会作者感情打下了基础，还培养了学生自主学习的品质。

2、运用网络媒体，自主理解诗意。

自主理解诗意，是学好古诗的关键。古诗教学要改变传统的束缚学生手脚的教法，那种老师详详细细讲，学生原封不动的记，老老实实地背，缺乏生气。只要给学生创建一个宽松的环境、一个合作的氛围、一个自读自悟的机会，同时运用多种途径，相信学生一定会凭自己的力量理解诗意。当然，教师也要发挥主导作用，利用多媒体设计一个一个有利于学生获取知识的资源库。让学生依据自己的需要，进入不同界面获取相关资料和信息。同学们经过自主学习、自悟自得、互学互补的过程，体会了尝试的快乐、合作的快乐。在这个过程中，学生始终是学习的主角，他们找到了答案（哪怕有偏差也无妨）。这种自主学习的精神必定会使学生学习古诗的能力得到提高。

3、大胆想象诵读悟诗情。

古诗是具有音乐性的语言艺术。人常说：“书读百遍，其义自见”，“熟读唐诗三百诗，不会做诗也会吟。”这些真知灼见，揭示了学习古诗的内在规律。只有充分地读，大胆地想，才能体验古诗的情感和内涵。在这个过程中，老师要鼓励学生每一次读都要有所收获，让思想在诗句营造的世界里徜徉，让自己的生活经验和诗句联系起来。展开丰富的想象和联想，使诗中描绘的形象在脑中形成一幅幅画面，与作者展开心灵的对话。如我在教完《望庐山瀑布》后，播放了一段庐山瀑布的录像，让学生亲眼目睹了庐山瀑布的雄伟气势，产生了身临其境的感受，然后再让学生听配乐的课文录音，跟着录音练读。这样，学生读起来既感情真挚，又抑扬顿挫。最后，我把学生的朗读录下来，再放给他们听，让他们跟课文录音比一比，自己评一评。而学生对这首诗的气势和内涵也在一遍遍的诵读中得到了更深刻的领会。

4、张扬个性，展示交流。

“尊重学生的差异，为差异而教”是现代教学必须遵守的一个原则。学生通过前面的学习，一定会有各方面的收获。这就要求教师利用多媒网络强大的交互功能为学生提供一个适合交流的环境，进一步强化学习内容。例如，有的同学学习古诗后制作幻灯片表现“儿童急走追黄蝶，飞入菜花无处寻”。有的同学选择动听的音乐进行配乐朗读，虽然不很完美，但必竞是孩子们自己反复推敲得出的结果。他们在这个过程中尝到了自主学习的乐趣。也许会有少数同学没有找到更好的表现方式，但听了别人的见意，会受到启发，从而有更好的创新。这何尝不是一种学习，一种进步呢？这正是我们期盼的结果。

三、借助多媒体，拓展阅读

在教学中，教师应打破教科书的局限性，为那些有余力的学生拓展阅读的空间，使学生尝试个别化的拓展阅读。教师可以指导学生利用网络收集相对应的古诗，由课内带动课外，以课外丰富课内。教师可以试着从以下几个方面指导：

1、推荐与古诗内容有关的资料，帮助学生进一步了解所学的古诗。例如：学习《七步诗》学生去读读当时作者写诗时的背景故事，一定会对诗句“本自同根生，相煎何太急？”有更深的体会。

2、推荐同一作者的其他作品，这样即可以增加阅读量，又可以加深学生对这作者写作风格的把握。例如：学习王昌龄的《出塞》后，还可以读一读他的另一首《从军行》。学生就会知道他的诗多以边塞军旅生活为素材这一特点。学习于谦的《石灰吟》后，再读一读他的《咏煤炭》，可以进一步了解诗人崇高的志向。

总之，网络教学进入课堂，表现出其独特的优越性，为学生在网络环境下学习古诗提供了良好的学习环境，也促进了传统古诗教学方式的改变。实践证明，在多媒体网络下教古诗，采用自主学习的模式，提高了学习古诗的效率，更好地培养了学生的创新能力和审美能力。但在教学过程中，我们要尽量避免多媒体教学凌驾于传统教学之上，或是与传统教学相对立，而是将它作为一种辅助教学与传统教学相结合，使古诗词教学如虎添翼，锦上添花，最终使得古诗词教学得以优化！

第三篇：网络环境下的历史课程教学

网络环境下的历史课程教学

西安市阎良区北屯初级中学 孟丽花

信息技术与课程的整合更重要的是以信息技术为基础构建新的教学体系，在这个体系中，信息技术不是一种辅助工具，而将成为基本的知识载体、教学媒介和交流工具。

根据我校的教学环境，在建构主义学习理论的指导下，我也作了一些探究，现以《统一战线的发展和各族人民的团结》一课为例谈一谈网络环境下信息技术与历史课程整合的问题。

一、网络环境下的历史教学要充分体现自主性。

我们历史教师应以“教学活动应是在教师指导下的学生自主建构知识的过程”的理念来设计利用计算机和网络辅助教学。在《统一战线的发展和各族人民的团结》一课教学中，运用校园网络设施，尝试以PowerPoint为载体、网络为资源，以任务驱动的自主学习和协作学习为目标的教学设计，课件在结构上包含网站及阅读内容、浏览思考提纲、基础知识、课堂练习和研究性学习等几个模块；在学习环境上，从教室转到网络室、除教材外还有人手一台可以上网的电脑；在学习方式上，紧扣教材，设置若干相关的网站和相关的阅读思考问题，运用PowerPoint超链投影出来，布置学生以个人或小组为单位，以投影出来的问题为学习目标，运用网络条件，阅读相关的课文内容和网站的相关内容，思考和理解本课所要求掌握的历史知识，并从所得到的结果中进行筛选和资源重组，进而完成知识体系的建构。

阅读内容：①统一战线基本知识②中国共产党领导的多党合作和政治协商制度 ③港澳台及海外华侨④中国的少数民族。浏览思考提纲：①各个时期统一战线的名称和任务 ②新中国统一战线的发展阶段、内容及作用 ③爱国统一战线的内容及任务 ④各个时期的统一战线有何异同? ⑤“一国两制”的构想及提出的目的、实施情况 ⑦党的民族政策和少数民族地区的繁荣发展情况。

网络环境下的课堂教学，学习者获取学习资源的手段——上网，能够调动他们的主观能动性，起到了全员参与学习的效果。使他们学会了知识的建构，也培养了自主学习和终生学习的能力。

二、网络环境下的历史教学要注重课堂教学过程中教师的主导作用。

是不是强调了学习的自主性就可以忽略老师的主导作用呢?历史学科的特点是过去性、时空跨越性、综合性和学科交叉性等。过去性特点是因为历史不会重演也不能借助实验手段使其再现；时空跨越性意味着“上下五千年”、“古今中外”时间和空间跨度之大；综合性和学科交叉性使其涵盖面之广。目前我们的教育体制下教学课时和课堂时间是受到限制的，要在有限的时间内完成教学任务，而有些内容学生没兴趣，但又必须要掌握的，只有通过老师的讲授或指定来完成。学科特点决定了常规课教学还应充分体现“学生为主体，教师为主导”。《统一战线的发展和各族人民的团结》一课，教师在课堂教学中起组织者和引导者的作用。学生网上学习和思考的时间控制在二十五分钟左右，教师根据阅读提纲检查落实学生学习情况，并作归纳。如思考提纲中：新时期的统一战线和抗日战争时期的统一战线有何异同?与人民民主统一战线的区别是什么? 需要联系过去所学知识，高度概括，这就需要教师主导了。教学中老师的思路必须始终关注着学生的思维走向和学习进程，防止部分自觉性差的学生“不务正业”。网络环境下的高中历史常规课教学，计算机网络应作为辅助手段利用，正确处理好“主导”与“主体”的关系。

三、网络环境下的历史教学应注重充分体现交互性特点。交互式学习是网络教学优势的突出体现，交互式形式富有趣味性和刺激性，客观上给个别化学习和个性化学习提供了可能。现代教育理论对学习者的个性差异是持肯定态度的，而且这些差异本身就是因材施教的源泉。教学中充分发挥计算机网络的交互性功能，使学生根据网络电脑提供的信息，在学习过程中不断调整学习内容和进度，自由进退、自主构架。老师可以利用计算机随时了解每个学生掌握的程度，提示学习思路，确定适宜的信息传输量，自动提高或降低学生学习进度和难度，达到教学双赢效果。

《统一战线的发展和各族人民的团结》课件设计了一个主菜单（模块），让学生根据自己的能力自由的选择学习内容和进度，其中课堂练习，由学生自行选题、答题，把自己思考后的“反应”反馈给计算机，计算机自动对答案给予处理并提供反馈信息。练习设计为20道选择题，每题5分，总分100分，由计算机给出评分。这样学生就会高度集中精力，进入到一个高效率的学习状态，学生对自己的学习情况心中有数，老师可以了解到学生课堂学习掌握知识的情况。研究性学习内容鼓励学生课后利用网络和自己的任课老师进行相互交流，还可以向提供网络服务的专家请求指导，交互式网络教学使课堂延伸，学无止境。

四、网络环境下的历史教学应建立网上论坛，给学生提供一个交流的场所。

传统的教学过程给学生学习交流的时间空间都非常有限，仅仅局限于老师有意识的课堂讨论及课后少数同学们之间的少量交流，这对知识的巩固、理解，大面积的提高是非常不利的。网上论坛的建立给学生们提供了一个超越时间和空间的讨论问题、发表见解的场所。在这里可以畅所欲言发表自己的观点，可以以自己的方式给其他同学解决实际的问题，可以参考其他同学的观点加深对历史问题的进一步理解。甚至可以建立专题讨论区，讨论区版主可以由老师或者同学们担任，定期为同学们解决问题。相信通过课堂及课外这一系列的协作交流，会大大激发学生学习的兴趣，充分提高学生自主学习的能力。在上了《统一战线的发展和各族人民的团结》一课后，我曾有意将我的E-mail告诉了我的学生，有什么问题可以给我发信，短短的一周竟然收到了近一百封来信，学生置疑的热情被充分调动了起来，学习的劲头也比以前高涨了许多。网上论坛的建立将成为学生学习交流的工具。

总之，网络环境下的历史课程教学，应以学生的自主学习为中心，教师的主导、引导作用为前提，发挥多媒体教学的自主、交互功能，实现课堂教学中多种教学方法的综合运用。我们要在现代教育理论的指导下，积极实践，勇于探索，使网络充分发挥其教学功能。

以上只是笔者的一些初步思考，网络环境下信息技术与历史课程的整合还有更多的问题需要讨论，如历史教学网站的基本规范探讨、网络教学课基本模式的探讨、新的教育评价问题、课时安排、网络教学环境中师生关系问题等等，都需要进一步的研究。笔者认为，信息技术的发展将给中学历史教育带来新的发展契机，现在对教师来说，最重要的就是，去做。正如当前流行的一句话——把创造还给教师，它需要你、我去创造。

第四篇：多媒体网络环境下的高中英语写作教学

多媒体网络环境下的高中英语写作教学

内容摘要

根据新课标，高中英语写作教学越来越重视学生的独立、协作、创新和利用多媒体网络进行交流学习、搜索信息的能力。令我们欣慰的是，现在多媒体网络技术恰好能够满足新课标各个方面的要求。多媒体网络写作教学有许多的优势是传统写作教学无法超越的。在教学过程中，老师能够提供多种多样的刺激材料，并且能够利用多媒体网络平台进行独立搜索、处理材料，他们能够互相交流、讨论作文主题、互相评价作品。然而，多媒体网络写作教学也有它本身的缺点，因此需要我们付出巨大的努力去克服它们，唯有通过这种方式，我们才能得到好的教学效果。

关键词： 多媒体网络

写作教学

信息培养

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.丛春红.新课标下的高中英语写作教学策略[J].英语教育周刊电子版.汪明.(2008).大学英语教学模式的比较研究[J].海南广播电视大学学报.赵丽.网络环境下英语写作教学的优势[J].北京联合大学旅游学院英语旅游文化系.黄云霞.网络及多媒体在高中英语教学中的作用[J].江西新余市第六中学.周玉梅.(2009).浅谈新课标下如何培养学生的英语写作能力[J].延边教育学院学报.刘文艳.(2009).基于多媒体网络环境下的英语写作观点构建[J].兰州学刊.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：网络环境下的历史新课改

网络环境下的历史新课改

作者: 金沙水拍

历史课程标准要求结合“历史学科所具有的独特性质，使其拥有丰富的课程资源”，首次明确提出了历史学科课程资源的开发利用问题。历史课程资源包括文字资料、影视资料、历史文物、历史遗址遗迹等，可通过文化机构、传播媒体、学校、参观和网络等多种渠道获得。在课程改革条件下，历史教学与网络紧密地联系起来了。历史教学与网络技术配合，既可制作多媒体课件，又可以建立学科资源库、学习包、网络课件等。同时利用网络上的图片、视频、文字可以生动形象地再现史实，创设历史情境。

网络技术的普及和网络资源的广泛应用为历史新课改提供了广阔的舞台。

一、让历史告别“历史”

历史是一个包罗万象的巨大信息世界。中国有五千年的悠久的文明史，世界历史更是浩瀚无比，可谓史籍浩如烟海，史迹星罗棋布，史家群星灿烂。她无所不包，博大精深，曾被马克思看作“唯一的一门科学”，为后人研究过去，改革今天，开创未来起着不可替代的作用。然而历史又有着滞后性、过去性的特点。如何将过去的抽象的变成真实的直观的展示给学生，就成了历史教学工作者梦寐以求的事。尽管教材中有许多插图可以运用，但也只能是纸上谈兵，缺乏立体感、动感；文物古迹又远水不解近渴，影响了教学任务的完成。网络教学将梦想变成了现实。

互联网具有非常丰富的资源。历史教师可以利用网络的资源共享优势，随时从网络上充实自己的个人素材库，结合教学实际，进行筛选、整理、提炼，从根本上改变了过去的单纯使用教材、教参备课的老套路，实现备课的创新。在课堂教学中历史教师可以根据教学构思，用多媒体技术辅助创设良好的教学情境，改变历史过去性和一维性？的特点，使某些抽象的、难以表现的教学过程得以实现，以形象、生动、直观地展现历史，达到声画同步、图文并茂、情感共鸣，使许多教学设想变为现实，形成自己的教学风格。在网络支持下的学科计算机与多媒体教学可以较好地实现教师教学风格的个性化和学生学习的自主化，教学的空间极大地扩展，师生之间、教师之间、学科之间相互交流和合作的余地得到无限延伸，教师的个人教学风格得到尽情地发挥。比如，七年级《气象万千的宋代文化》一课。我首先用两个同学扮舅舅和侄子的身份，到北宋都城东京游玩，激发起学生的强烈欲望。紧接着大屏幕上显示出《清明上河图》的画面，两游客把东京城看见的逐一介绍给同学。网络让学生身临其境般地漫步在东京的大街，将店铺林立、绚丽多彩的历史景物尽收眼底，令学生们异常激动。走到“衣市”，屏幕上出现了宋朝时期的各类衣饰及脚蹬“三寸金莲”的宋朝妇女，令学生捧腹大笑。说到饮食，便把一盘热气腾腾的“东波肉”捧给小游客，稍后又让小游客乘坐“牛车”、“马车”、“轿子”，累了来到不同级别的“住房”暂作歇息。走进娱乐场所，让参与者在“瓦肆”踢踺子和斗鸡。一个个生疏的名词在网络教学下成了现实。“一日游”结束了，学生们在娱乐中完成了学习。网络教学让历史告别“历史”，让学生学得轻松、愉悦。

二、网络技术，让知识更丰富

计算机巨大的信息储存能力和快速检索功能不但使历史教师拥有了浩瀚的知识宝库，并且能迅速查找所需要的资料为教学所用。

利用网上资源可以大大丰富自己的历史知识。要教好学生，首先要不断地丰富自己，提高自己。但经常令历史教师苦恼的是，好多书借不到，更买不起；只能靠手边的一些书来应付教学，无法达到提高和丰富自己的目的。这个问题现在容易解决了，如果上网看看，就可以发现网上的资源浩如烟海，五花八门，虽不能说应有尽有，但可以说极为丰富。我仅查了一下搜狐、新浪、雅虎中国、网易四大网站，就发现：在搜狐网中，可以查到2983个关于历史的网站或网页；在新浪中，可以查到关于历史的46个目录、1399个网点，仅社会科学栏的历史类中，就有古代史、近代史、现代史、军事史、论坛与聊天、考古学、研究机构、史学理论、科技史、人类大屠杀史、文革纪事、博物馆与文物、历史人物、参考资料、通史、艺术史、哲学史、地域文化等18个大类、478个网点，其中仅现代史类就有四个网点；在雅虎中国中，可以查到关于历史的57个类目、871个网站；网易的社会与文化栏的历史类中，可以查到关于历史的652个网站或网页，其中中国历史490个，世界历史191个。每个网站都列了详细的目录，许多网站还列了友情链接或搜索引擎。例如，历史时空网站就设了“网络极速导航”，列出了210个网站的名称。从这些网站，还可以再查到别的网站，找到想看内容。从原始资料到最新动态，都可以从网上看到。例如《历史教学》杂志，就可以在“龙源国际”或“龙源国际名刊网”上及时地看到。更为难得的是，在网上还可以看到很多没有公开出版的书籍或发表的文章，以及台湾、香港和国外的很多研究资料、学术动态和教学情况，使自己大开眼界。例如，台湾中央研究院历史研究所办的“史学连线”，就分了中国史、世界史、专史等七个栏目，内容非常丰富。凡是网上的文章，只要有兴趣，马上就可以下载或打印出来，真是方便极了。如果能不间断地从网上吸取来丰富自己，那一定能很快地“富裕”起来，真正做到了欲放一杯水，自己先装了一桶水。

利用网络资源可以学到很多历史教学的方法，下载很多教学资料。很多网站都有关于历史教育的内容，例如在雅虎中国网中，就可以查到关于历史教育的3个类目和174个网站；有些网站，是专门登载图片的，例如“中国百年史图片展”，就收集了大量的中国近现代史的图片；有的网站，则不仅有图片，还有现成的课件等内容，如中学历史教学网就设了教学理论、试卷交流、史学论坛、电脑学习、网页制作等栏目，其中“课件下载”栏目中就有初中历史第三册《反对北洋军阀统治的斗争》、初中历史第四册《蒋家王朝的覆灭》等课件。又如佛山教育信息网的“中国历史教与学”网站中，也有不少历史试题和教案，还有《新中国的诞生和巩固政权的斗争》、《独立战争》等课件。看看这些网站，不仅可以学到外地的教学理论和方法；看到外地的试题试卷，下载现成的课件，还可以学到制作课件和网页的技术。各位教师将下载的课件按照自己的教学思路作适当修改后运用到教学中来，教学效果肯定比仅仅挂几张图表好多了。

网络中的历史资源很多，这里精选了部分网站加以简介，希望有助于各位同仁学习、参考。

（一）、中学教育教学类：

1．K12中国中小学教育教学网：http://www.xiexiebang.comet.com:8090/xuezhu，由共青团中央和中国社科院主办。栏目有民族英烈、人民的反抗、不平等条约、历史资料、历史照片、历史遗迹、历史研究，侵华战事、忏悔录、海外评述等。链接的相关网站有“邓小平纪念馆”、“抗美援朝英烈纪念馆”、“鸦片战争纪念馆”、“李大钊纪念馆”等。

6、故乡网：www.xiexiebang.com，其中的“历史”（包括史界动态、历史之谜、风云人物、文物宝库、千秋史话等）和“学术”栏目内容非常丰富，值得历史教师浏览和参考。

（三）历史教师个人主页类：

1．史海泛舟：http://www.xiexiebang.com包含了中学阶段所用学科，历史部分有试卷、课件、论文、同步学习等，还可以分年级查找相关资料。4．中学历史教学园地http://www.xiexiebang.com宜昌教育网主办，内容有课标、教学、史学、时事、中考、高考、下载（论文、试题、课件、资源）、史海、探究、人物、图库等，其中史海和探究、人物与图库值得一看。6．中学历史教学资源网 http://hsbz.126.com 湖北黄石七中刘金林的个人主页，有历史课件资源库、历史图片素材库、历史试题资源库、历史教案资源库、历史论文资源库、历史文献资源库、历史网络文资源库、历史电影资源库、历史歌曲资源库、历史文字素材库、课件制作资源库、中考历史资料库等。

三、网络教学，让学生真正成为学习的主人

计算机网络技术的应用，为学习者提供了极为丰富的电子化学习资源。学生只要掌握了一定的网络操作技能和资料检索能力，就可以通过各种网上搜索引擎，方便快捷地获取自己所需要的信息。因此在教学中历史教师以建构主义学习理论为指导，以学生为中心，可以充分利用各种信息资源，来支持学生的自主学习和协作式探索，完成对新知识的意义建构。在这一过程中学生不仅能得到教师的帮助与支持，而且学生之间也可以相互协作和支持。网络技术让一个孩子在信息化的讲台上有了充分发挥才能的空间，体验成功的喜悦和创造性学习的乐趣，有利于激发学生的好奇心和求知欲，激活学生思考的主动性和创造性。课程改革中，知识与能力、方法与过程、情感态度与价值观三维目标的实现要求学生改变学习方式。新的方式是主动参与、善于合作、乐于探索、勤于动手。倡导探究式学习。在学习（探究）过程中，网络发挥着极大的作用。学生可以通过E－Learning的方式进行在线学习，也可以下载学件和学习材料自主学习；可以在老师的指导下，学生带着任务和问题，自主地进行学习，通过自己的思考及在网上寻找信息、查阅历史资料、解疑答难，建构起自己的知识经验；也可以利用网络上的资料进行历史探究活动。

我在教学中首先将所教内容的思考题提前布置下去，让学生在浏览课上查找相关资料，自行解决问题，课上概括重点、难点引发思维。比如“文化大革命”一章，我是这样进行的，提前布置“你了解**时期的中国吗？”“怎样评价毛泽东？”等思考题。让学生带着问题去网上寻找答案，获取的知识是传统的历史教学无法比拟的。在这里学生可以最大限度地拓展知识，补充给养。上课时，让学生根据自己所获取的信息展开讨论，最终得出正确答案。当然为了让学生在五彩斑斓的知识信息中能够感悟到哪些是最有用的，我多采用提前做好课件的办法进行指导式小结。这些课件除了下载要补充的史料外，还配上相关内容的画面，和谐的声音，围绕教材集图像、声音、文字为一体为学习者服务。网络教学丰富了学生的知识，开阔了视野，使自己的课更富有吸引力，学生也乐在其中。

四、开展网络教学，需要教师更新教学理念

网络教学是一种新生事物，其发展速度异常迅猛，这就要求教师必须跟上时代的潮流，转变教育思想，更新教学理念。惟有教师教学理念的更新，才能用极大的热情去培养、挖掘、发展学生的创新能力和实践能力。

随着现代化教学手段深入课堂，传统单一的教学模式已成为历史。是不是教学手段的先进就意味着教学理念更新了呢？笔者认为不能等同。如果将现代教学手段整和到历史教学课中的结果，依然是教师忙，学生听、看，这种整和仍然是不理想不完美的。因为，学生是学习的主体，学习过程中没有学生主观能动地参与，就不可能有真正意义上的学习。故而，教师要充分利用网络教学的优势解放学生的眼，解放学生的脑，解放学生的时间和空间，让学生成为学习活动的主人。否则无论多美好的教学设想和目的在学生的旁观中都是不能实现的。因此，面对网络教学，教师要改变已成定式的教学观念和习惯，注重教学民主，提供让学生大胆质疑、自主讨论的宽松环境。要由知识的传授者转变为课程的组织者，情感的支持者，学习的参与者，信息的咨询者。只有这样，才能使自己不再是仅让学生学会知识的教书匠，而是学生学习的向导和顾问；同时，计算机也不再是教学的辅助工具，而是学生学习的工具。

另外，网络教学还应注意课堂不能追求表面的热闹，更忌教师图省事撒手不管，让学生自行上网查阅资料。学生参与教学的方式应以积极的情感体验和深层次的思维及课件展示等为主，同时教师穿针引线的主导作用既要贯穿教学过程的始终又要恰到好处。“教师在教学活动中的作用，就似进入高速公路的引桥，不断将学生引向运行的学习高速公路，似剧团的导演，引导演员在舞台上唱主角。”这是洋思中学的教学理念，也是现代教育所追求的目标。

教无定法，网络教学亦是如此。相信在敢于创新的开拓者面前，基于网络技术的历史教学定会绽开更艳丽的改革之花，结出更丰硕的创新之果！