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近年来,我对历史课的课堂教学进行了一些改革,在培养能力发展智力方面收到了一定的效果。我采用的课堂教学基本结构是:建立旧基础,提出新课题;接触新知识,获得能力;巩固和运用知识,进一步强化能力。 先说,建立旧基础,提出新课题。教师概述前一节课的主要内容,引起学生回忆,进行检查提问,引导学生重温有关的旧知识作为理解新知识的基础,达到复习旧课导入新课的目的。如在讲《佛教的兴起》这—新内容时,一定要与同学们一起回忆印度的种姓制度和婆罗门教,以此来导入新课,过渡到有关佛教方面的新知识。 再说,接触新知识,获得能力。这是课堂教学的中心部分,是学生获得知识和能力的基本环节。
In recent years, I have carried out some reforms in the classroom teaching of history classes, and I have received some results in cultivating the ability to develop intelligence. The basic structure of the classroom teaching I use is to establish the old foundation and propose new topics; to gain access to new knowledge; to consolidate and apply knowledge and to further strengthen my ability. First, establish an old foundation and propose new topics. The teacher outlines the main contents of the previous class, causes students to recall, conducts questions and checks, and guides the students to revisit the old knowledge as a basis for understanding the new knowledge, so as to review the purpose of introducing the new lesson into the old class. For example, when talking about the new content of “The Rise of Buddhism”, we must remember the Indian caste system and Brahminism with our classmates to introduce new classes and transition to new knowledge about Buddhism. Again, access to new knowledge and ability. This is the central part of classroom teaching and it is the basic link for students to acquire knowledge and ability.