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新课程改革提出了学生学习方式的改变,为了充分发挥学生的主体作用,很多教师在课堂上开始不敢讲、极少讲,尽可能多地穿插自主探究等环节的活动,但结果往往是,课堂教学虽然搞得有声有色,教师在课堂上的发挥大多受到固定模式的束缚,很多“边缘生”也无法积极参与到活动中,导致新课程所倡导的三维目标并不能有效实现。那么在新课改的背景下,作为历史学科的教师应该讲多少?讲什么?怎么讲?需要反思和研究。
In order to bring students’ main role into full play, many teachers begin to talk in the classroom, seldom talk about speaking as much as possible and insert as much as possible activities such as independent inquiry, but the result is often that, Although classroom teaching is very impressive, most teachers are restrained by the fixed mode. Many “marginalized students” can not actively participate in the activities. As a result, the three-dimensional goals advocated by the new curriculum can not be effectively implemented. So in the context of the new curriculum reform, how much should a teacher as a historical subject say? What to say? How to say? Reflection and research are needed.