论文部分内容阅读
沈为慧在《“胡佛反危机”题的教学启示》一文中通过对全国卷I第31题命题理念的分析,指出了历史人物评价题的思维要领。第一,尽量调整“非此即彼”的思维模式。如此题折射了日常教学中,为了突出罗斯福新政的重要意义,常常以胡佛应对不力为背景,存在着“非此即彼”的偏激的思维模式。好的事物全是优点,没有缺点;不好的事物全是缺点,没有优点。历史教学应培养学生的宽容意识,引导他们用
In his article “Teaching Implications of Anti-Crisis of Hoover”, Shen Weihui pointed out the thinking essentials of the evaluation of the historical figures through the analysis of the proposition concepts of Question 31 in the National Volume I. First, try to adjust the “non-equivalent” thinking mode. This problem reflects the daily teaching, in order to highlight the importance of Roosevelt’s New Deal, often with Hoover to deal with ineffective background, there is “rather than this or that ” radical mode of thinking. Good things are all advantages, no shortcomings; bad things are all disadvantages, no advantages. History teaching should cultivate students’ tolerance awareness and guide them to use