用有效的问题设计提高历史教学的效果

• 作 者: 郭军民
• 机 构: 河北省定州市东亭镇晏阳初中学,
• 出 处: 知识文库
• 发表日期: 2016年13期
• 关键词: 教学效果 高中历史教学 学生思维能力 德加 革命纲领 最近发展区 高中历史课程 水平层次 旧民主主义 帝国主义侵略

爱因斯坦讲,提出问题往往比解决问题更重要,这是因为一个有价值的问题提出往往意味着思维的突破与创造。表现在高中历史教学中,这种突破与创造意味着学生探究性学习的开启和学生思维能力的提升等。是故,西方学者德加默说“提问得好即教得好”。因此,在教学过程中,教师必要考虑问题提出的方式、角度、时机等,以“善问”来做学生思维的引领使之将注意力迅速凝聚到特定的教学对象上并取得应有效果。为此,至少应从以下两方面做起。

Einstein said that asking questions is often more important than problem solving because the proposition of a worthy question often means the breakthrough and creation of thinking. Performance in history teaching in high school, this breakthrough and creation means that students explore the opening of learning and the improvement of students’ thinking ability. Therefore, western scholar DeGamer said “good question that is to teach well ”. Therefore, in the process of teaching, teachers need to consider the ways, angles and timing of the questions raised, and make the students’ thinking lead with “Good Faith ” to make the attention condense on the specific teaching object and get it effect. To this end, at least from the following two aspects.