在历史与社会课堂教学过程中,科学、合理的课堂结构是提高教学质量的关键。在大力提倡素质教育的形势下,培养学生的创新意识、建立学生的个性思维、激发学生的创造力等教学目标已成为素质教育的重中之重,这也对课堂教学结构的优化组合提出更高的要求。就一堂课的教学过程而言,传统的操作模式:复习提问—导入新课—讲授新课—巩固练习—布置作业,这所谓的“老五段”的课堂结构形式已经不能适应素质教育发展的需要。为此,许多教师在课堂教学实践中更加关注课堂结构的高效性。就实践过程中的一些做法,浅议课堂结构的优化。 In the history and social classroom teaching process, the scientific and reasonable classroom structure is the key to improve the quality of teaching. In vigorously promoting quality education, teaching objectives such as cultivating students’ sense of innovation, establishing students’ individual thinking and stimulating students’ creativity have become the most important aspects of quality education. This also puts forward more suggestions on the optimal combination of classroom teaching structure High demand. As far as the teaching process of a lesson is concerned, the traditional mode of operation: reviewing questions, introducing new classes, teaching new classes, consolidating exercises and arranging assignments, the so-called classroom structure can not adapt to quality education Development needs. For this reason, many teachers pay more attention to the efficiency of classroom structure in classroom teaching practice. On the practice of some practices, on the optimization of classroom structure.