從自己的教課過程中,我感到如何启发同学对历史课学习的积極性,確實是一個很大的问题。有的同学说:‘歷史課最難,不好学。’也有的說:‘史實、年代太多,記不住,容易亂,’因此多数学生對历史課的学習兴趣不高。為了解决這個問題,自己在改進教學過程中,曾在這方面作了些努力,今願提出初步摸索的點滴體會,和同志們共同研究,並希望提出意見。关於怎樣在历史教學中提高同學的學習积極性的問題,我是從以下幾方面進行的。一使學生明確學習目的使同學明確學習历史的目的性,是提高同学学習积極性的根本辦法和首要前提,因為不論教師講得怎樣有興趣和富有吸引力,但僅僅這一點还不能养成学生完全自覺的学習歷史,凱洛夫‘教育學’曾這樣告訴我們:‘……對兒童的求學並非一切都得照着引起直接興趣的方法去作,也有許多事是應 From my own teaching process, I feel how to inspire my classmates to learn from the enthusiasm of the history class really is a big problem. Some students said: ’History is the most difficult, not easy to learn. Some also said: ’Historical facts, too many years, can not remember, easy to chaos,’ so most students interest in the study of history is not high. In order to solve this problem, I have made some efforts in this respect in the process of improving teaching. I would like to make some preliminary comprehension experiences and work with my comrades and hope to put forward my opinions. On how to improve students’ enthusiasm for learning in history teaching, I did the following. A clear purpose of learning so that students learn the purpose of a clear history is to improve students enthusiasm for learning the fundamental approach and the first premise, because regardless of how teachers are interested and attractive, but this alone can not cultivate students Fully consciously learning history, Kairoff’s Pedagogy taught us this way: ’... Not every schooling for children must be done in a way that gives rise to a direct interest, and there are many things that should be done