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历史本身是一门内容丰富、趣味性很强的学科,可以说基本上每个历史人物、每场历史事件都包含着生动感人的真实故事。但却不知从什么时候开始,中学历史教材由于课时与篇幅的限制,都呈现出的是抽象概括、浓缩提炼的书面语言,充斥了大量艰深的概念,使得学生却感到枯燥乏味,接受起来非常困难。如果老师再照本宣科,学生得到的只能是几条筋骨了。这种呆板、教条的讲述,不会使学生觉得学习历史有多有趣,只会增加学生思维的疲劳,怎样不使学生感到“淡然”甚至“漠然”呢?这就需要挖掘历史教学的趣味性、形象性,调动学生的兴趣,从而提高历史教学的课堂效果。
History itself is a rich and interesting subject. It can be said that basically every historic person and every historical event contains vivid and true stories. However, I do not know when it started. Due to the limitation of class hours and length, secondary school history textbooks are abstractly summarized, condensed and refined written language, full of a lot of difficult concepts, making students feel dull and difficult to accept . If the teacher then according to this syllabus, students can only get a few bones. This rigid, dogmatic narration will not make students think learning history is more interesting, it will only increase the fatigue of student thinking, how to not make students feel “indifferent” or even “indifferent” it? This needs to tap the history The teaching is interesting, vivid, arousing students’ interest, so as to improve the classroom effect of history teaching.