论文部分内容阅读
上学期,我们曾在全区范围内进行了一次视导工作,在历史教学方面发现了部分老师采用着两种方式:一种是照本宣扬,另一种是“补充”材料太多。我曾听过一堂“三国和西晋”,那位老师以刘关张为主题,谈到战徐州,谈到白马坡、谈到袁绍曹操之战,还谈到借东风、草船借箭。谈到下课,课文的第一段才只讲了一半。这一情况我以为和照本宣读一样糟糕。向孩子们介绍一大堆不能突现历史意义的故事,不但影响了教学进度,也违反了历史教学目的。下面,我想就这一问题,根据我过去一些浅薄的教学经验,发表一些不成熟的意见。希望同志们加以批评。一、对於复杂的历史现象的处理问题对於这一问题,我觉得,只要我们细心钻研教材,就不难解决。课本中每一课总有它一定的重点。我们发现了重点,就不难在讲述当中突出它,就可以围绕着它,来选择可以谈、必须谈的东西。例如上面所说的“三国与西晋”,只要说明造成三
Last semester, we conducted a visual inspection work in the region. In history teaching, we found that some teachers adopted two methods: one is according to this book, and the other is “supplementary” is too much material. I had heard of “the Three Kingdoms and the Western Jin Dynasty”. The teacher took Liu Guanzhang as his theme, talked about fighting Xuzhou, talking about White Horse Slope, talking about the war between Yuan Shao and Cao Cao, and also talked about borrowing the wind by using the winds and the grass boat. When it comes to get out of class, only the first half of the text speaks only half. I think this situation is as bad as reading this book. Introduction to the children a lot of stories that can not show historical significance not only affect the teaching progress, but also violate the purpose of history teaching. Next, I would like to make some unwarranted comments on this issue based on my superficial teaching experience in the past. I hope comrades will criticize it. First, the handling of complex historical phenomena Problems For this issue, I think, as long as we carefully study textbooks, it is not difficult to solve. Each lesson in the textbook has its own priorities. When we find the point, it is not hard to highlight it in the narrative, and we can focus on it to choose what we can talk about and must talk about. For example, the above mentioned “Three Kingdoms and Western Jin Dynasty,” as long as the description of the resulting three