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在历史教学中,尤其在巩固总结这一环节上,如何体现以教师为主导、学生为主体、书本为主线的原则,如何开拓学生的思维,我作了如下一些尝试。例一:在巩固总结《古代朝鲜》这一章时,我采取了搜索要点的方法,挖掘出教材的特色。我在黑板上写上醒目的“两”字给予提示。学生感到这一总结新鲜而奇特,其求新求异的思维被调动起来,他们先后总结出七个“两”字。(1)两个社会形态:奴隶社会和封建社会。(2)两次分裂:公元前后分裂成新罗、百济、高句丽三个国家;10世纪初朝鲜半岛又分裂成三个国家。(3)两次统一:676年新罗统一;936年高丽王朝统一。(4)两种土地制度:新罗王朝实行食邑制度;高丽王朝实行田柴科制度。(5)两次遭受侵略:日本权臣丰臣秀吉在1592年和1597年两次入侵朝鲜。(6)两次反侵略斗争:1593
In history teaching, especially in terms of consolidating and summing up this link, I have made some attempts to embody the principle of being teacher-oriented, student-centered, and book-based, and how to develop students’ thinking. Example 1: When consolidating and summarizing the chapter “Ancient Korea”, I took a search for points and explored the characteristics of the teaching materials. I gave the prompt “black” on the blackboard. Students feel that this summary is fresh and peculiar, and their mindset for seeking new differences has been mobilized. They have summed up the seven “two” words. (1) Two social forms: slave society and feudal society. (2) Two splits: split into Silla, Baekje, and Goguryeo three countries before and after the AD; at the beginning of the tenth century, the Korean Peninsula split into three countries. (3) The two unifications: the Silla reunification in 676; the reunification of Goryeo Dynasty in 936. (4) Two types of land system: the implementation of the food court system in the Silla Dynasty; the Koryo Dynasty implemented the Tianchai system. (5) Inflicted on two occasions: Japanese power Minister Toyotomi Hideyoshi invaded North Korea twice in 1592 and 1597. (6) Two Struggle Against Aggression: 1593