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高考“3+x”的改革旨在促进学生各学科知识的学习和提高综合运用基础知识解决问题的能力,以适应时代和社会发展对人才的需要。面对综合科目考试发展的趋势,作为中学历史教师,应该改变过去教学的定势思维,紧紧围绕如何提高学生综合素质、能力水平这一问题,采取措施,以适应高考改革的要求。本文试从文科综合科目协同教学的角度,谈谈自己的看法。一、文科综合科目协同教学的基本依据文科综合科目是历史、政治、地理三个学科,虽然三个科目所研究的角度不同,但是三个科目之间是密切联系的,你中有我,我中有你。这为三个学科的协同教学提供了基本条件。1.文科综合科目特征的一致性是协同教学的依据之一。文科综合科目有诸多的特征是一致的:(1)研究对象的一致性。历史、政治、地理学科都是人文科学,都
The reform of the college entrance examination “3+x” aims to promote students’ knowledge of various disciplines and improve the ability to comprehensively use basic knowledge to solve problems so as to adapt to the needs of the times and social development. Faced with the trend of the development of the comprehensive subject test, as middle school history teachers, we should change the fixed mindset of the past teaching, closely focus on how to improve students’ overall quality and ability level, and take measures to adapt to the requirements of college entrance examination reform. This article tries to talk about one’s own views from the perspective of collaborative teaching of liberal arts subjects. 1. Basic Basis for Cooperative Teaching of Comprehensive Liberal Arts Subjects Comprehensive subjects in liberal arts are three disciplines: history, politics, and geography. Although the three subjects have different perspectives, the three subjects are closely related to each other. You have me and I There is you. This provides the basic conditions for the collaborative teaching of three disciplines. 1. The consistency of the characteristics of liberal arts subjects is one of the basis for collaborative teaching. The liberal arts composite subjects have a number of features that are consistent: (1) The consistency of the study subjects. History, politics and geography are all humanities sciences.