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前一段时间,笔者听了新教师吴老师开的一节历史公开课———人教版七年级上册第19课《江南的开发》。该课课堂氛围活跃,师生互动积极,但课堂练习与测评却不尽如人意,这显示教学效果明显欠佳。在评课时,吴老师特别提出自己的不解:为什么分析问题时学生都会,但在练习和小测时很多学生却都不会了?笔者认真帮她梳理了课堂,让她找到了症结所在:她没有引导学生学会挖掘历史知识之间的潜在联系,学生学习的只是松散的知识。知识缺乏线索的串联,学生就遗忘得快,教学效果自然不好。只有挖掘出知识的潜在联系,才能让历史学习有序化。
Some time ago, I heard a new teacher opened a history of Wu open class --- PEP PEP seventeenth class “Jiangnan development.” The classroom atmosphere is active, teachers and students interact actively, but the classroom practice and evaluation are not satisfactory, indicating that the teaching effect is obviously not good. During the class review, Wu especially put forward his own puzzled: why the students will analyze the problem, but in practice and quiz a lot of students will not? I carefully helped her sort out the classroom, let her find the crux of the problem : She did not guide students to learn the potential links between historical knowledge, students learn only loose knowledge. Lack of knowledge of the series of clues, students forgotten fast, poor teaching results naturally. Only digging out the potential of knowledge, can history be ordered.