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对传统教学而言,与其说是以教师为中心,不如说是以教材为中心。长期以来,在主要以知识为考查目标的考试体制下,人们将课堂教学越来越简化为一种特殊的认知活动:对教材的记忆、理解和训练。不仅学生围着教材转,而且教师备课的核心也不过是“把握”和“吃透”教材而已。鉴于中学历史教育的弊端,对课程进行优化和改革以提升其教育价值,是目前我们面对的一个不可回避的课题。现在我们有了新标准及依据新标准编写的四种版本的高中历史教材(人教版、岳麓版、人民版和大象版),无疑是向构建新的教材体系和新的教材观迈出了可贵的一步。但可以明确地说,有了新教材,不等于有了新课程,更不等于有了新的课堂教学。从一定意义上说,教学不改,难免会使新课改走上“教新教材”的误区和歧路。因此,如何使用新教材进行教学,便成为推进目前课程改革发展的关键一环。从教学角度看,教材只不过是为实现教学目标而供教师和学生展开教学活动的一个平台。在目前形势下,
For traditional teaching, it is not so much a teacher as the center, it is better to say that teaching materials as the center. For a long time, under the test system which is mainly based on knowledge, people tend to simplify classroom teaching as a special cognitive activity: memory, comprehension and training of teaching materials. Not only students turn around teaching materials, but also the core of teacher preparation is nothing more than “grasp” and “thoroughly” teaching material only. In view of the shortcomings of history education in secondary schools, optimizing and reforming the curriculum to enhance its educational value is an unavoidable task that we are currently facing. Now that we have the new standards and the four versions of high school history textbooks (PEP, Yuelu, People’s, and Elephants) that are based on the new standards, we undoubtedly made the move toward building a new textbook system and a new teaching material concept A valuable step. But it can be clearly said that with the new teaching materials, it does not mean that there is a new curriculum, not to mention a new classroom teaching. In a certain sense, teaching does not change, it will inevitably make the new curriculum embarked on “teaching new teaching materials ” errors and differences. Therefore, how to use new teaching materials for teaching has become a key link in promoting the current curriculum reform and development. From a teaching point of view, the textbook is only a platform for teachers and students to carry out teaching activities to achieve their teaching objectives. In the current situation,