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中学历史知识再现当年的人与事。在教学中,结合中学生的心理特点,采用情景化方式可以增强感染力,容易引起共鸣。但是在当前的中学历史教学中,在情景的处理上却产生了两种偏差。一种是在引用课外的材料时缺乏针对性,因补充得太多而冲淡了主题,导致重点不突出,难点未突破、任务未完成。第二种是在史实的评论上个人的主观色彩太浓,使人史买事失真。那么如何掌握好情景的分寸呢?笔者认为:一、讲人物时将其成长的经历故事化历史人物是历史事件的参与者,对历史事件的处理也反映出历史人物的思想感情。所以“活化”历史人物就容易使学生产生联想、产生感情。例如林则徐禁烟、丁汝昌自刎、孙中山蒙难等等,他们的所作所为都与他们特殊的成长经历密不可分,他们的处事态度
High school history knowledge reproduce the people and events of the. In teaching, combined with the psychological characteristics of middle school students, the use of situational approach can enhance the appeal, easy to resonate. However, in the current middle school history teaching, there are two deviations in the process of the situation. One is the lack of pertinence in citing extra-curricular materials, the dilution of the theme by too much replenishment, the lack of focus, the failure not to break through and the unfinished task. The second is the subjective color of the individual in the comments of the historical facts, the history of buying things distorted. So how to master the sense of proportion of the scene? The author thinks: First, tell the story of the historical story of the growth story Historical figures are participants in historical events, the handling of historical events also reflects the thoughts and feelings of historical figures. Therefore, “activation” of historical figures is easy to make students have associations, have feelings. Such as Lin Zexu’s ban on smoking, Ding Ruchang’s self-esteem, Sun Yat-sen’s displeasure, etc. Their actions are inextricably linked with their special growth experiences. Their attitude towards doing things