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初中历史教材中蕴含着丰富的教学资源,其中有显性的也有隐性的,而许多教师在教学中都习惯性地将注意力集中在显性资源的开发与利用上,而忽视了隐性资源,而随着情感教学的发展,越来越多的教育工作者开始重视隐性资源的情感价值,并尝试利用隐性情感资源的多样性来丰富课堂内容,深化初中生对历史知识的理解。本文从提高历史教学的有效性出发,对历史教材中的隐形情感资源的特点进行阐述,并根据教学案例对初一历史教材中隐性情感资源的开发和利用探究。
History textbooks in junior high schools contain a wealth of teaching resources, of which there are dominant and implicit, and many teachers in teaching are habitually focus on the development and utilization of explicit resources, while ignoring the hidden Resources. With the development of emotion teaching, more and more educators begin to attach importance to the emotional value of hidden resources and try to use the diversity of hidden emotional resources to enrich classroom contents and deepen junior middle school students’ understanding of historical knowledge . Based on the improvement of the validity of history teaching, this paper expounds the characteristics of invisible emotion resources in historical textbooks and explores the development and utilization of the hidden emotion resources in the first history textbooks according to the teaching cases.