论文部分内容阅读
新教材中的导言部分,有的是对前面知识的回顾,有的是对本课问题的引导,有的是对本课教材的剖析,有的是本课主题的精髓。在课堂教学中可以尝试从多个方面利用课文导言导入新课。新教材中的一些材料是对课文内容的补充和说明,在课堂教学过程中,如果适时的将其融入课文,不但能打开学生的思路,引导学生对相关问题进行深入思考,还可以取得多重效果。如我在学习九年级历史下册“世界格局的多极化趋势”这一课中:多强的力量在不断增强这一问题时,我将课文材料适时引入,让学生去分析、展开讨论,不仅使学生在材料中找到了答案,也了解了当今时事政治的发展。历史教材中的“动脑筋”是对教材认识的感悟和问题的延伸,学生在对一课的学习中,学法上有哪些新发现,得到了什么新启示,还有哪些疑问?既有利于及时总结,向课外发展,开拓视野,又有利于发现新问题,留有悬念。新教材中有许多学习活动,方式多样,可以根据课堂需要,让学生选择适合的角色进入活动场景。通过学生生动、大胆、富有想像力的表演,诙谐幽默的问答,再现了那遥远的历史场面。使历史知识不再是枯燥乏味,而是活生生的、有血有肉的表现出来,既展示了学生的组织才能、艺术才能、语言才能,又轻松愉快的掌握了知识。
The introductory part of the new textbook, some of the previous knowledge of the review, and some guidance on the issue of this lesson, some of the textbook analysis of this lesson, and some are the essence of the theme of this lesson. In the classroom teaching can try to use a variety of aspects of the introduction of the introduction of the new lesson. Some materials in the new textbook supplement and explain the content of the text. If they are integrated into the text timely, they can not only open the students’ thinking, guide students to think deeply about the relevant issues, but also achieve multiple effects . As I was studying the ninth grade history book “the multipolarization trend of the world pattern ” this lesson: how strong the power in the continuous enhancement of this issue, I will introduce the text material timely, let the students to analyze, expand The discussion not only enabled the students to find the answers in the material but also understood the political development of today’s current affairs. Historical materials in the “brains” is the understanding of teaching materials and the extension of the problem, students learn in a lesson, what new discoveries learned, what new revelations, what other questions? It is helpful to summarize in a timely manner, to develop extracurricular activities and broaden their horizons, but also conducive to discovering new problems and leaving suspense. There are many learning activities in the new textbook, in various ways, so that students can choose suitable characters to enter the activity scene according to the needs of the class. Through the students vivid, bold, imaginative performances, witty humorous question and answer, reproduce the distant historical scenes. So that the historical knowledge is no longer boring, but lively, flesh-and-blood manifestation, not only shows the students’ organizational skills, artistic ability, language ability, but also relaxed and happy mastered the knowledge.