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通过对近几年来教学实践中出现的历史问题结论化、标签化、唯教材论、思维角度单一、对知识理解不全面等问题的分析,结合典型例证,对教材进行了再解读。在历史问题的设计中应既立足于教材,又高于教材,坚持“求真”精神,敢于质疑教材,注重历史问题的内涵与外延,把握历史横向联系、纵向联系、勾画思维导图等节点,以实现学生历史知识点由“孤立”到“联系化”、由“散乱”到“条理化”的转变,并让“概念”“精确化”、让“结论”“时代化”、让“图表”“通透化”、让“冷”“阳光化”。
Through the analysis of the historical problems in the teaching practice in recent years, such as the conclusion, the labeling, the only textbook, the single point of thinking, the incomplete understanding of knowledge and other typical examples, the textbook is re-interpreted. In the design of historical issues, we should not only base ourselves on the teaching materials, but also on the teaching materials, adhere to the spirit of “truth seeking”, dare to question the teaching materials, pay attention to the connotation and denotation of historical issues, grasp historical horizontal ties, vertical ties, outline the mind map And so on, in order to realize the transformation of students’ historical knowledge points from “isolated ” to “connected ”, from “scattered” to “rationalized” Let “” “” “age ” “transparent ”, let “cold ” “sunshine ”.