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让学生学会分析和解决历史问题,是高中历史教学的主要内容和目的之一,而实现这一目标的前提是科学设计问题。在不同的教学阶段,学生的认知水平不一样,因此问题的设计应讲究层次性。 1.历史新授课阶段的问题设计。历史新授课阶段,学生对历史知识机械记忆的多,对知识间的内在联系理解不透彻,基础不扎实。思考问题时,过分依赖历史教材,不能对教材内容灵活处理。因此,在这一阶段历史问题的设计要有利于巩固学生的基础知识。加强学生对历史知识内在联系的理
Allowing students to learn to analyze and solve historical problems is one of the main contents and goals of high school history teaching. The premise for achieving this goal is scientific design. In different teaching stages, the students’ cognitive level is not the same. Therefore, the design of problems should pay attention to the level. 1. Problem design in the history of the new class phase. In the new teaching stage of history, students have a lot of mechanical memory of historical knowledge, and they do not have a thorough understanding of the internal relations between knowledge. The foundation is not solid. When thinking about issues, we rely too much on history textbooks and cannot handle the contents flexibly. Therefore, the design of historical issues at this stage should be conducive to consolidating students’ basic knowledge. Strengthen students’ understanding of the inherent connection of historical knowledge