论文部分内容阅读
在历史课堂上,学生们听惯听熟了这样的语言:“这是奴隶社会”、“那是资产阶级革命”;“这是正义之战”、“那是非正义之战”;“这是民族英雄”、“那是卖国贼”……历史教学的确应该使学生对于历史人物、历史事件以及各种各样的历史现象具有鲜明、准确的认识,也就是说对历史人物、历史事件、历史现象必须具有“质”的认识。这样,当然要求教师教学时能对历史人物、历史事件、历史现象作出诸如上述那样的“定性”式的判断。事实上在对任何历史入物、历史事件和历史现象进行“质”的分析和归纳的时侯,决不是一蹴而就的,必须对于史实作出周密的分析和综合,这就离不开对史实进行“量”的分析。
In the history class, students listened to the language: “This is a slave society” and “That is a bourgeois revolution”; “This is a battle of justice” and “That is a war of injustice.” “This is “National Heroes” and “That’s a Thieves”... History teaching should indeed enable students to have a clear and accurate understanding of historical figures, historical events, and various historical phenomena, that is, historical figures, historical events, and historical phenomena. Must have a “quality” understanding. In this way, of course, teachers are required to make “qualitative” judgments on historical figures, historical events, and historical phenomena when they are teaching. In fact, when we analyze and summarize the “quality” of any historical input, historical events and historical phenomena, it is by no means an overnight experience. We must make a thorough analysis and synthesis of historical facts. This cannot be separated from historical facts.” “Amount” analysis.