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在目前的教育情境当中,初中历史教学很容易落入一个只重微观、不重宏观的窠臼当中。具体表现在:历史课堂上呈现给学生的往往是历史事件的一个片段,对这些历史事件的解读也往往表现为千篇一律的答案,缺少必要的多元解读。学生在这种微观历史事件的学习中,虽然可以获得对某一事物的认识,但缺少了必要的宏观背景,解读以及随之生成的历史观也就缺少了必要的博大情怀。从这个角
Among the current educational situations, junior high school history teaching can easily fall into the trap of being a mere micro, not a macro. The concrete manifestation is that the historical class presented to the students is often a fragment of the historical events, and the interpretation of these historical events often displays the same stereotyped answers, lacking the necessary pluralistic interpretation. Students in this micro-historical events learn, although you can get a knowledge of something, but the lack of the necessary macro background, interpretation and the resulting view of history also lack the necessary broad feelings. From this corner