摘 要 随着因特网的普及和E- Learning (即数字化或网络化学习)的发展，在历史教学中运用网络技术辅助教学越来越受到国内外历史教师的重视。在我国，课堂教学是主阵地，所以历来比较重视信息技术在课堂上的有效运用，然而，网络不同于简单的多媒体，网络化学习虽然具有即时交互性、丰富信息资源等传统学习方式无可比拟的优越性，但在高中课堂短短几十分钟内难以发挥作用。因此，本课题研究的问题是：在高中历史课堂教学中，如何将网络技术与传统教学深层次整合在一起？如何实现传统学习方式的优势和网络化学习的优势互补？如何在网络环境下进行高中历史课堂教学设计？又应该采取什么样的原则和策略？如何尽力提高高中历史课堂上运用网络的有效教学？ 本课题的研究意义在于：（1）为信息技术与课程深层次整合在理论与实践上提供借鉴；（2）为师生提供了个性化的历史教学和交流的空间；（3）通过网络学习培养学生自主学习，探索新知的能力。 本课题的研究内容主要有：（1）基于网络技术的高中历史课堂教学设计研究；（2）基于网络技术的高中历史课堂教学的实施策略研究。 本课题主要采用的研究方法有：文献研究法、案例研究法和问卷调查法。 本课题的创新之处主要体现在三个方面：（1）针对网络技术的特点和我国高中历史教学的现状，对高中历史课进行了模式的设计，利用网络手段激发学生学习历史的积极性；（2）通过两校合作的网络学习，共享资源、加强交流，促使学生形成开阔视野和多元文化观；（3）在实施策略研究上，提出了可操作性强，较为实用的高中网络历史教学的实施策略。 经过两个学期、两个典型高中历史课堂网络教学设计的实践和跟踪调查，课题取得了初步的效果。实践证明，利用网络学习进行高中历史课教学是行之有效的。当然，课题在实施过程中，通过问卷调查也发现了一些问题，主要是学生学习方法欠缺和学习动力维持的问题。因此，在后续研究中，本文提出了四个实用性较强的网络教学实施策略：（1）创设历史网络教学前提条件；（2）发挥教师引领作用，整合历史教材，加强学习方法指导；（3）加强教学过程的趣味性，让学习成为学生内心中的渴望；（4）评价及时到位，简单便于操作。

Abstract With the popularity of the Internet and the development of E-Learning (digital or network studies), network technology catched more and more attention from domestic and foreign history teachers. In our country, the classroom teaching is the main field, so that we has always pay attention on the function of information technology in the classroom. However, the network is different from the simple multimedia. The network studies are timely and interactivity and full of abundant information resources, therefore, they are more advantage than traditional learning mode. However, they could not well run in a class for high school students, which only last for a few minutes. Therefore, the question for this research is: How to connect new technology and traditional teaching mode in class teaching of high school? How to realize the superiority of traditional teaching mode and make two mode (traditional and technological modes) have complementary advantages? How in design the history class with the network? And should adopt what kind of principle and strategy? How to try the best to improve the effective teaching in history class by using network? This t significance of this research: (1) provides the reference for the integration of information technology with curriculum; (2) provides for teachers and students of individualized history teaching and communication space; (3) through the cultivation of students' autonomous online learning, discover new ability for exploring knowledge. The main contents of this research: (1) design of history class in high school （based on network technology）; (2) strategies research of history class in high school （based on network technology） The research methods: literature research, case studies and questionnaire. Two main contributions: (1) aiming at the characteristics of the technology in network and teaching situation in China's high school, by using network, I design the mode for history class to stimulate students’ enthusiasm; (2) through the cooperation of two schools, which shared network resources and strengthen communications, I make students broaden their view and form multicultural perspectives. (3) on strategy, the maneuverability of this research is strong, it provide a more practical strategies on history teaching. It costs two semesters for class teaching practices and tracking survey. The research acquired preliminary results. It is proved by practice that the history class is very effective by using the Internet. Of course, I also found some problems through the questionnaire, such as, the student lack of leaning methods and motivations. Therefore, in the follow-up study, the research proposes four practical strategies in network teaching: (1) create premise conditions of network teaching; (2) teachers play a leading role with the integration of textbooks and strengthen the learning method guidance (3) strengthen interesting during teaching, make students desire to learn; (4) provide timely assessments , convenient in operation.