一段时间来,在各种全新的教育理念和全新的教学模式的包围与冲击下,中学课堂教学处在一种喧嚣混乱和极度无奈之中。“不知所云的互动、游移离散的辩论、华丽彩排的包装、眼花缭乱的手段”(李惠军老师语)让本来鲜活的课堂显得苍白和浮躁。我在思考,作为历史教师,我该怎么办?仿徨之中,偶得北京市大峪中学谢国平老师著的《历史学科主体性教育》(中央民族大学出版社,以下简称《主体性教育》),读之,顿觉眼前一亮,颇有同感。欣喜之余,便有了推介之念。所谓主体性教育,是一种教育思想,产生于20世纪80年代。是指学生在教师的指导下积极主动学习时表现出来的一种学习状态。包括学生学习中的自主性、能动性、创造性三个方面。其中自主性是基础,能动性是核心,创造性是目标,三者完整地统一于学生的主体性之中。谢老师结合自己多年的教学实践,借助哲学、心理学和现代教学论等理论工具,着眼于应用性的研究,从培养思维能力、建构教学模式、探寻有效学习方法等方面,较为全面深刻地论述了主体性教育的作用和意义。凸现了 For a period of time, under the all-enveloping and impacting new educational concepts and new teaching modes, middle school classroom teaching is in a noisy and chaotic situation and extremely helpless. “Unintelligible interaction, wandering discrete debate, gorgeous dress rehearsal packaging, dazzling means ” (Li Huijun teacher language) so that the classroom has become fresh pale and impetuous. I am thinking, as a history teacher, what should I do? In the middle of nowhere, Ouyang Xie is also a teacher in Beijing Dayu Middle School, “Subject Subject Education” (Central University for Nationalities Press, hereinafter referred to as “subjective education ”), Read it, suddenly felt the sensation, quite the same feeling. Excessive joy, there is a promotion of the concept. The so-called subjective education, is an educational thought, produced in the 1980s. Refers to the students under the guidance of the teacher proactive learning demonstrated a learning state. Including student learning in the autonomy, initiative, creative three aspects. Among them, autonomy is the foundation, motivation is the core, creativity is the goal, the three are completely unified in the students’ subjectivity. With his many years of teaching practice, Hsieh teacher has made a comprehensive and profound study on theoretical research on philosophy, psychology and modern pedagogy with a focus on applied research, in cultivating thinking skills, constructing teaching modes and exploring effective learning methods The role of subjective education and significance. Highlight