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随着素质教育的推行,活动课的地位在新课程改革的过程中不断的突显,我自从担任历史教师以来,也切身感受了这一变化。从最初忽视教材中活动课的存在,到后来的提倡并且有人在公开课时向活动课发起挑战,再到如今的历史课堂以大大小小的活动为依托,除了教材设计的活动课,老师们还开始了校本课程的研究,结合学校和地方的不同状况编制活动课的内容。在我的历史教学中,我也不断地尝试历史活动课的开展,并且越来越重视活动对于历史教学的作用。但是在尝试的过程中,关于活动课的评价体制的设计一直让我非常困惑。
With the implementation of quality education, the status of activity class has been constantly highlighted in the course of the new curriculum reform. Since I became a history teacher, I have also experienced this change. From the initial ignorance of the existence of activity classes in textbooks to later advocates and the challenge posed to the activity classes in open classes, to today’s history classrooms, relying on events of all sizes and sizes, in addition to activity classes for textbook design, The study of school-based curricula was started, and the content of the activity class was compiled according to the different conditions of schools and localities. In my history teaching, I have also constantly tried the course of history activities and paid more and more attention to the role of activities in history teaching. But in the process of trying, the design of the evaluation system for the activity class has always been very confusing to me.