论文部分内容阅读
从目前历史教师课堂问题设计的实际情况来看存在一些弊端,所提的问题多拘泥于回答是或不是的层面,学生的历史思维得不到锻炼,学生的主体意识没有体现,导致课堂没有生机、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。在实际教学过程中,如何完美地达到新课标的要求,如何在内容、形式上体现新课改的理念,如何让历史课堂充满生命力,提高教学效果,提升学生的历史思维能力,这些是我平时思考最多的问题。
Judging from the actual situation of the historical teacher’s classroom problem design, there are some disadvantages. The questions raised are mostly focused on the level of answering yes or no. The students’ historical thinking is not exercised, the students’ main consciousness is not reflected, and the class has no vitality. It is difficult to improve students’ abilities because of the inefficiency of teaching, which is far from meeting the requirements of cultivating students’ practice and innovation ability advocated by the new curriculum. In the actual teaching process, how to perfectly meet the requirements of the new curriculum standards, how to reflect the concept of the new curriculum reform in content and form, how to make the history classroom full of vitality, improve teaching effectiveness, and improve students’ historical thinking ability, these are my usual The most thoughtful question.