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在历史教学中发展学生的思惟能力,是提高教学质量克服教学中的形式主义的根本关键之一。学生在学习中,只有通过积极思惟,所获得的知识才是真正被理解的知识,才有可能被牢固地掌握。但有的同志却把它当作是单纯的方法问题,认为只有通过谈话法才可以进行,甚至拿一堂课中提问学生的次数多少,作为衡量是否能启发学生积极思惟的唯一标准(当然它是重要方法之一)。我认为这是不够全面的。在历史教学中发展学生的思惟,必须从学生思惟活动的特点和基本过程以及历史科学的特点和任务,来寻求解决这一问题的途径。
The development of students’ thinking ability in history teaching is one of the fundamental keys to improve the quality of teaching and overcome the formalism in teaching. Students in learning, only through positive thinking, the knowledge obtained is the only knowledge that is understood, it may be firmly grasp. However, some comrades regard it as a mere methodological issue, believing that it can only be conducted through conversational law, and even taking the number of students asked in a class as the only measure of whether or not they can inspire students’ positive thinking (of course it is One of the important ways). I think this is not comprehensive enough. To develop students ’thinking in history teaching, we must find ways to solve this problem from the characteristics and basic process of students’ thinking activity and the characteristics and tasks of history science.