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在平时的优质课教学和常规课教学中,经常看见老师使尽浑身解数查找课外文字资料或图片材料来服务于自己的教学,结果在实际实施过程中,由于学生的认知水平的局限或这样、那样因素的干扰,往往达不到事半功倍的效果,反而增加了学生的负担,左右了自己的教学。其实,对初中学生而言,由于受其认知水平和思维特点的限制,教材就是最好的资源,就是学生学习历史的最好依据、最好朋友。只要我们教师在课标的引领下,从学生的实际情况出发,结合自己的教学,充分利用教材,整合教材资源,发挥其最大化功能,足以为自己的教学服务,达到事半功倍的效果。
In the usual high-quality teaching and regular teaching, teachers are often seen to do their best to find extra-curricular materials or picture materials to serve their own teaching. In the actual implementation process, due to the limitations of the students’ cognitive level or Interference from factors like that often does not achieve the desired results. Instead, it increases the burden on students and controls their own teaching. In fact, for junior high school students, because of their limitations in their cognitive level and thinking characteristics, textbooks are the best resource, which is the best basis and best friend for students to learn history. As long as our teachers are guided by the curriculum standards, starting from the students’ actual conditions, combining their own teaching, making full use of teaching materials, integrating teaching material resources, and maximizing their functions, it is sufficient to serve their teaching and achieve a multiplier effect.