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历史教材涉及古今中外,内容十分广泛,头绪杂、线索多,教学过程没有反复,许多中学生对学习历史有畏难情绪。面对这种情况,在教学中如何突破难点学好历史,让学生变被动为主动呢?笔者认为借助“两读”“三讲”式可有效地解决一些教学中的矛盾。“两读”是指学生在课前预习下一堂课要学的内容,要求理清教材之间的衔接关系,思考记住新内容准备采取的可行方法,把难点抄录出来,做好听课准备,这是“一读”。另外,课后要求学生复习教材加深对已学内容的理解,弄清已学教材历史线索的纵横联系这是“二读”。
History teaching materials at all times and in all parts of China, the content is very extensive, clues, clues, teaching process is not repeated, many middle school students fear history of learning emotions. In the face of this situation, how to break through the difficulties in teaching to learn history, so that students become passive initiative? I believe that with “two reading ” “three stresses ” type can effectively solve some of the contradictions in teaching. “Two Readings ” refers to the students to preview the next lesson to learn the contents of the class, requiring clarification of the interface between textbooks, thinking to remember the new content is ready to take feasible ways to copy the difficulties out, do a good lesson Ready, this is “First Reading ”. In addition, after class requires students to review textbooks to deepen their understanding of the content has been learned to understand the history of textbooks have knowledge of vertical and horizontal links This is “second reading ”.