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《历史教学问题》上展开了“上好一堂中学历史课的标准是什么”的专题讨论,我认为这个讨论很重要,很有现实意义。一个教师弄清了一堂好课的标准,并且能想方设法讲好某一堂课,就有希望讲好第二堂第三堂课。有好多教师问我怎样提高历史教学的质量,我总是劝他们花最大的精力讲好一堂自己最喜欢的课,然后从这堂课中来总结经验,摸索出教学规律和自己应该走的一条路子来。一个名演员,每个戏上都得见功夫,但总有那么几个“保留节目”、“拿手好戏”。一个好教师也一样,每堂课都得用力,但要有那么几堂课讲得特别出色。我们经常举行观摩课,就是做出一堂好课的样子来给大家看,让大家共同研究。这种“解剖麻雀”的方法,是我们总结教学经验的捷径,历史教学是由一堂一堂接连不断的课组成的,弄清了一堂好课的标准,总结了一堂好课的经验,就能更深刻地了解历史教学的全貌。
The topic of “History Teaching Problems” started a special discussion on “What is the standard for a good middle school history class”. I think this discussion is very important and very practical. A teacher figured out the standard of a good lesson and was able to find a way to speak a good lesson. He hoped to speak a good lesson in the third lesson. A lot of teachers asked me how to improve the quality of history teaching. I always advise them to spend the most energy on speaking their own favourite lesson, and then sum up lessons from this lesson, find out the rules of teaching and one of them should go. Way to come. An actor has to work hard on every show, but there are always some “reservations” and “good tricks.” The same is true of a good teacher. Every class must be hard, but there must be a few classes that are excellent. We often hold a class of observations to show everyone how to make a good lesson so that everyone can work together. This method of “dissected sparrows” is a short cut for us to sum up teaching experience. History teaching is composed of a series of lessons in a row. Clearing the standard of a good lesson and summing up the experience of a good lesson can be more effective. A profound understanding of the history of history teaching.