论文部分内容阅读
一、在历史中寻找历史智慧历史是充满智慧的学问。历史教学要善于从历史的瀚海中、从貌似常规的现象中,以其独具的慧眼,去发掘那些蕴含着哲思的历史交汇点。历史智慧的本质是富于永不枯竭的创造力,并洋溢着哲理的洞见。我们不能满足于静态的占有和表述没有经过加工的知识,单纯的知识可以老化和过时,但溶入了智慧的知识,却能具有永久的生命力。对于历史教师而言,要善于透过历史之琴弹奏出一曲曲动人心魄的旋律。二、一个质疑与一丝顿悟在一次课堂教学中,当我讲到“三国干涉还辽”时,试图按照事先预订的方案,进一步剖析俄、德、法三国联合行动背后的深层玄机:沙俄意在雄霸远东、侵占东北;法国假借捍卫公道,染指西南边地;德国则顺势施惠,窥视山东……。不料,意外发生了,有学生发问:为什么恰恰是这三个国家结盟,其他国家在中国不是一样有利益追求吗?这是一个在课堂教学中猝然临之但却合情入理的问题。我感觉到,这是一个绝好的契机。问题的价值不仅仅具有一定的史学意义,而且它从一个侧面反映了我们的学生已经不满足于教材现成结论“和教师”传道授业“的樊篱。这不正是我们在新课程理念下所孜孜以求的教学情境
First, looking for historical wisdom in history History is full of wisdom. History teaching should be good at exploring the historical junctions containing philosophical thinking from the seemingly conventional phenomena and its unique eyesight from the vast sea of history. The essence of historical wisdom is inexhaustible creativity, filled with philosophical insights. We can not be content with the static possession and expression of unprocessed knowledge. Simple knowledge can be aged and outdated, but it dissolves into the knowledge of wisdom, but it can have permanent vitality. For history teachers, they should be good at playing the melody of melody through the piano of history. Second, a question and a hint of enlightenment In a classroom teaching, when I talked about the ”interference between the Three Kingdoms Liao", trying to follow the pre-booked program, further analysis of Russia, Germany and France behind the joint operation of deep mystery: Russia It is intended to dominate the Far East and invade the northeast. France, on the other hand, defended justice on the southwestern frontier. Germany on the other hand paid homage to Shandong. Unexpectedly, the accident happened. Some students asked why it is precisely the alliance of the three countries, other countries in China is not the same interest to pursue it? This is a sudden but modest teaching in the classroom problems. I feel that this is an excellent opportunity. The value of the problem is not only historically significant, but it also reflects, from one side, the barriers of our students who are already unsatisfied with the existing conclusions of the textbook and the teacher’s preaching. Under the assiduously under the teaching situation