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培养学生的能力,是历史教学的三项任务之一。而在诸种能力之中,思维能力又居于核心地位,它控制并制约着其他能力的发展,指挥并调节着其他能力的运用,是各种能力发展的基础。尤其是近年高考试题在考查学生所学历史知识的同时,注重考查学生的学科能力。这些学科能力归结到一点,即历史思维能力。因此,要使学生学好历史、考好历史,教师必须重视平时对学生历史思维能力的培养。但在具体实践中,不重视“双基”大搞题海战、不注重非智力因素只抓智力培养、不发挥学生的主体作用只强调教师的主导作用等等的片面做法制约着历史思维能力的培养,本文就历史思维能力培养的误区作一归类与探究。
Cultivating students’ abilities is one of the three tasks of history teaching. Among all kinds of abilities, the thinking ability is at the core. It controls and restrain the development of other abilities, and directing and regulating the application of other abilities is the basis for the development of various abilities. Especially in recent years college entrance examination exam questions in the historical knowledge of students at the same time, pay attention to examine the students’ academic abilities. The ability of these disciplines to boast that historical thinking ability. Therefore, in order for students to learn history well and test history well, teachers must pay attention to the training of students’ ability of thinking in history. However, in practical practice, one-sided practices that do not attach importance to the “Naval Warfare” and the non-intellectual factors that focus solely on intelligence training, do not play the main role of the student but only emphasize the leading role of teachers, etc., constrain the historical thinking Ability training, this article on the historical thinking ability to cultivate misunderstandings for a classification and exploration.