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问题教学法源远流长,我们教师在课堂实践中也都或多或少地在运用这一方法。但是从目前历史教师课堂问题设计的实际情况来看存在不少弊端,学生的历史思维得不到锻炼,其主体意识没有体现,课堂没有生机,教学效率低下以致学生的能力很难提高,这与新课程所倡导的培养学生的实践和创新能力的要求相去甚远。那么,应该采取哪些方法来设置历史课堂问题?本文试图对此作一粗浅的探讨。
Problem-based pedagogy has a long history, our teachers in the classroom practice are more or less in the use of this method. However, there are many shortcomings in the design of the current history teacher’s classroom problems. The students’ historical thinking is not exercised. Their subjective consciousness is not reflected. The classroom is not viable. The teaching efficiency is low, which makes it difficult for the students to improve their abilities. The new curriculum advocates the cultivation of students’ practice and ability to innovate a far cry from. So, what methods should be used to set the history of the classroom? This article attempts to make a shallow discussion.