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近几年来随着中学历史教学改革的深入,对学生历史学习心理的研究逐渐受到重视。它对教改取得实效有重要意义。为此在92年上半年,我对一所市重点中学(简称A校)和一所区重点中学(简称B校)的初一高一年级,共四个年级、十六个班级的学生进行了问卷调查。问题有25道(A校高一试用新教材,另有三道关于新教材的题目),内容涉及历史学习兴趣、教师讲课、教材、考试等方面。回收的684份有效答卷一定程度上反映出90年代中学生对历史教学的评价与要求。
In recent years, with the deepening of the history teaching reform in middle schools, the study of students’ history learning psychology has been paid more attention. It is of great significance for the actual results of the reform. For this purpose, in the first half of the year of 1992, I conducted a study for students from four primary schools and sixteen classes in the primary first grade of a city’s key middle school (A school for short) and a district key middle school (abbreviated as B school). Survey. There are 25 questions (A high school-a trial of new textbooks, and three other topics about new textbooks). The contents involve historical learning interests, teacher lectures, teaching materials, examinations, and so on. The 684 valid responses collected reflect the evaluation and requirements of middle school students for history teaching in the 1990s.