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在新课程背景下,高中历史试卷不仅注重对主干知识、基本概念的考查,更重视阅读、分析、理解、比较、联系、概括、归纳等历史思维能力的考查,体现了考查知识能力与考查学科人文素养、学习能力与解决实际问题的统一。因此历史教师要通过试卷的评讲,不仅让学生对现阶段的学习状况有客观的自我认识,而且要在试卷评讲过程中以学生为本,渗透情感态度和价值观的培养,促进学生学习方式的变革,让学生在试卷的评讲过程中,既能巩固知识,更能掌握技巧、开阔视野和领悟道理。本文结合日常教学实际,从及时性、激励性、重点性、延伸性、巩固性等几个方面阐述如何优化历史试卷评讲的过程。
In the context of the new curriculum, the high school history test paper not only focuses on the examination of the basic knowledge and basic concepts, but also places emphasis on the examination of historical thinking ability such as reading, analysis, comprehension, comparison, connection, generalization and induction, and reflects the ability to examine knowledge and examine subjects. Humanistic quality, learning ability and the solution to practical problems. Therefore, history teachers should pass the evaluation of the test paper to not only allow students to have an objective self-knowledge of the learning status at the current stage, but also to develop student-oriented, inspiring emotional attitudes and values in the process of test evaluation, and to promote student learning methods. The reforms allow students to consolidate knowledge, master skills, broaden their horizons, and comprehend the truth in the assessment process. This article combines daily teaching practice, expounding how to optimize the process of assessing historical papers in terms of timeliness, motivation, emphasis, extensibility, and consolidation.