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中学生历史知识的零碎、紊乱、不系统是目前中学历史教学质量不够高的表现之一。我在几次和中学毕业生谈话时,曾要他们把中国历史上的朝代或近代史上的几件大事顺序地讲出来,他们几乎没有人不感到困难。至于平时在考试、考查的工作中,发现张冠李戴、颠三倒四的现象更属普遍。这种情况是值得我们重视的,造成这种情况的原因固然很多,而历史教师没严格贯彻或不善于贯彻系统性的教学原则应该是起决定作用的因素。要改变这种情况,提高教学质量,历史教师应该首先负起责任来。学校是系统化了的知识的源泉,是训练工作中的严格的连贯性的工具。任何学科的教学,若要求得较高的知识质量,无论在内容上或教学方法上都必须严格遵循学科知识的系统性。特别是以揭示人类社会发展的过程和规律、培养学生马克思列宁主义世界观为其本质任务的历史学科,强调这一点,更有其特殊的重要意义。
The fragmented, disorganized and unsystematic knowledge of middle school students’ history is one of the manifestations of the low quality of high school history teaching. During my several conversations with high school graduates, I had asked them to speak out in sequence the several major events in the Chinese dynasty or in modern history. They hardly feel that they have difficulty. As for the usual work in examinations and examinations, it has become even more common to find out that Zhang Guan and Li Dai are in the opposite direction. This situation deserves our attention. There are many reasons for this, and historical teachers have not strictly implemented or are not good at implementing systematic teaching principles. They should be the decisive factor. To change this situation and improve the quality of teaching, the history teacher should first take responsibility. The school is a source of systematic knowledge and is a tool for strict consistency in training. The teaching of any discipline, if it requires a higher quality of knowledge, must strictly follow the systematic nature of subject knowledge in terms of content or teaching methods. In particular, this emphasis on the process of revealing the course and laws of the development of human society and cultivating the students’ Marxist-Leninist world outlook as their essential task is of special significance.