论文部分内容阅读
近幾年來,歷史课的思想理論水平有了顯著的提高,教學的方式方法更加多樣化了。但在许多學校的历史教學中,也还存在着嚴重的缺點。其中之一就是教學方式方法与課程結构的公式化。在某些學校里,教師以單調无味的方式,日复一日地在所有班级讲着在教學方法上或課程结构上彼此间都完全相似的課。多數情况下,課程的課的講解並不是從最好地解决所學習的问題與每一課的教育教养任務这一觀點出發,而是從必须将其固定完成一套公式的觀點出發。這就是提問,教師講述,佈置家庭作業,鞏固。类似的公式阻碍着实现历史教師所面臨的嚴重的教育教養任務,在許多情况下,妨害着採用各種各樣的教學方式方法,降低着學生對功課甚至對整個課程的興趣。
In recent years, the ideological and theoretical level of history class has been significantly improved, teaching methods and methods more diverse. However, there are still serious shortcomings in the history teaching of many schools. One of them is the formulation of teaching methods and curriculum structure. In some schools, teachers, in a monotonous manner, speak day-to-day in all classes about classes that are completely similar in teaching methods or structure. In most cases, the lessons of the course do not start from the point of view of best solving the problem of learning and the education and re-education of each course, but from the point of view of having to fix it in a fixed set of formulas. This is the question, teachers tell, arrange homework, consolidate. A similar formula hinders the fulfillment of the critical educational mission that history teachers face and in many cases discourages the use of a variety of teaching methods that reduce students’ interest in homework or even in the entire curriculum.