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在教学工作中尽可能引导学生去直接接触所要认识的事物,是运用直观原则之最易收效的一种有价值的作法。例如在生物、物理、化学等科的教学中,常常使学生对所要认识的事物直接进行观察,不仅观察其静止的形态,并且通过实验去观察诸如动植物的生长、物体的运动、以及各种元素的化合和分解的活动的过程。再配合上语言的描绘、文字的叙述、图片的展示等间接的直观,就更有说服力,更容易使学生掌握,能使学生印象更深刻,记忆更牢固。但这在历史教学中却存在着特有的困难。因为历史已成过去而又不能重演,没有方法再使学生去直接接触历史。所以,在历史教学中运用直观原则是另有其自己的特点的,一般来说,就是利用学生的思维想象再现过去的历史。过去的历史留下的一些痕迹,如文献、古迹和其他实物等是可供学生直接接触的历史材料,但这只是残缺不全的片片段段,而且是静止形态的,并不能从这些片段遗物中直接地完全看到过去活生生的历史面貌,还必须借助讲述时的语言描绘唤起学生的想
As far as possible in the teaching work to guide students to direct contact with what they want to know, is the most easy to use the intuitive principles of a valuable practice. For example, in the teaching of biology, physics, chemistry, etc., students are often allowed to directly observe what they want to know, observe not only their stationary forms, but also experimentally observe such things as the growth of animals and plants, the movement of objects, The process of compounding and decomposing elements. Coupled with the language description, text narration, pictures and other indirect visual intuition, more convincing, easier for students to master, make the students more profound impression, the memory is more solid. However, there are some unique difficulties in history teaching. Because history is over and can not be repeated, there is no way for the students to touch history again. Therefore, applying the principle of intuition in history teaching has its own characteristics. Generally speaking, it is to make use of students’ imagination to reproduce the past history. Traces of past history, such as documents, monuments and other objects, are historical materials that are directly accessible to students. However, this is only a fragment of incomplete fragments that is still and can not be found in these relics Directly and completely see past life history, but also must use the language of the narration to evoke a student’s imagination