自从加强基础知职教学以来,中学历史课的课堂教学质量有很大的提高。但在教学工作中,仍有一些问题需要进一步解决。最近我们在单元复习方面做了一些改进,并有如下一些体会。在教学实践中,我们经常遇到这样一些情况:教师讲完课就新课的内容提出问题,学生一般能够比较正确的回答。下次复习提问,因为学生学过不久,一般也能回答出来。从这些情况来看,似乎学生对知识掌握得很好。但过一个比较长的时间,提问以前学过的知识,就会发现多数学生回答得不系统和差错很多。如果提出概括性较强需要进行分析归纳的问题,不是回答的不全面不具体,就是杂乱 Since the strengthening of basic knowledge-based teaching, the quality of classroom teaching in middle school history classes has greatly improved. However, in the teaching work, there are still some problems that need further solution. Recently we have made some improvements in unit review and have some experience as follows. In teaching practice, we often encounter such situations: teachers finish the lesson and ask questions about the content of the new lesson. Students can generally answer correctly. The next time you review the questions, because the students learned soon, they can generally answer them. From these circumstances, it seems that students have a good grasp of knowledge. However, after a relatively long period of time, asking questions that have been learned in the past, you will find that most of the students have answered questions systematically and mistakenly. If the issue of generalization is to be analyzed and summarized, it is not that the answer is not comprehensive or specific or that it is cluttered.