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在历史教学中,存在着很多年代, 而学生感到年代最难记,因此也就最怕记年代,甚至于不爱学习历史。其实,只要我们对每一个历史年代进行认真总结,分析其内涵,便可做到多记、记活、记牢。这样既理清了历史的线索,也培养了同学们学习历史的兴趣,起到丰富教学内容,活跃课堂气氛的作用。■一、中国古代史教材叙述历史时间的阶段特殊性(1)凡是原始社会阶段的时间,都使用“距今××万年”、“距今××千年”的提法,而未采取“公元前多少年”的提法。(2)从夏朝建立到“国人暴动”这一阶
In history teaching, there are many years, and students feel that the years are the most difficult to remember. Therefore, they are most afraid of remembering the times, and even do not like to learn history. In fact, as long as we carefully sum up each historical era and analyze its connotation, we can do more than remember, remember and remember. This not only clarifies the clues of history, but also cultivates the students’ interest in learning history, enriches the teaching content, and plays an active role in the classroom atmosphere. ■ I. The history of Chinese ancient history textbooks describes the particularity of historical time (1) All references to the period of primitive society use the expressions “from today××every year” and “from today to the millennium,” without taking “ How many years ago?“ (2) From the establishment of the Xia dynasty to the stage of the ”national riots"