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历史课堂曾经是乏味枯燥的代名词,教师“满堂灌”的教,与学生“摇头晃脑”的背是造成这种现象的主要原因。但自从开展新课程改革以来,广大历史教师一直在如何提高课堂有效性和体现学生主体性的道路上探索着。本文主要从学生课前的收集、教师课堂中的引导以及课后有效作业的布置等三个方面来研究如何在历史课上体现学生的主体性。如果历史课堂能够远离枯燥的说教、乏味的背诵,真正让学生自主地学、快乐地学、有效地学,那么历史教学的春天也不会太远了。
History classrooms used to be boring and boring synonymous with teachers, “full house” education, and students “shaking his head ” back is the main reason for this phenomenon. However, since the reform of the new curriculum, the majority of history teachers have been exploring ways to improve classroom effectiveness and reflect student’s subjectivity. This article mainly studies how to reflect the students ’subjectivity in the history class from three aspects: the collection of the students before class, the guidance in the teachers’ class and the arrangement of effective homework after class. If the history of the classroom can be far from dull preaching, tedious recitation, truly allow students to learn independently, happy to learn, effective learning, then the spring of history teaching will not be too far away.