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(一)问题的提出。从一般的反应上看,或者从所接触到的一些实际情况上看,在目前中学历史教学中,学生学到的历史知识不够巩固,是一个相当普遍而且相当严重的问题。如果接触到一些历史教学实际,经常可以遇到这样一些情况:教师讲过新课,为巩固新课提出的问题,由于记忆犹新,学生能够比较完整地回答出来(有不能答或答得不够好的,或由于理解水平所限;或由于听课时心不在焉)。下次课觉的复习提问,由于有些准备,学生的回答一般说都大致不差。从这些现象上看,似乎情况很好。但是如果过了相当长的一段时间,
(A) the question raised. From a general reaction point of view, or from some actual situations that have been touched upon, it is a fairly common and quite serious problem that historical knowledge learned by students during the current history teaching in secondary schools is not consolidated sufficiently. If you come into contact with some historical teaching practice, you often encounter such a situation: teachers talked about the new lesson, to consolidate the problems raised by the new lesson, because the memory is fresh, the students can be more complete answer (there is no answer or answer is not enough OK, or limited by level of understanding; or distracted by lectures). The next lesson to review the question, due to some preparation, the students generally say that the answer is not bad. From these phenomena, it seems that the situation is good. However, if after a long period of time,