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历史教育是以历史教学为依托的。无论我们主张的是知识教育、能力培养、思想教育,还是人格教育、公民教育,若是架空了教学论的研究,其效果必然不佳。然而,传统的教学研究比较单一,所解决的问题多集中于对教学技能的阐释。大凡接受过师范院校正规训练的教师,则习惯把教学研究等同于教科书的教法和课堂教学技能的研究。近些年来,借课程改革的东风,这些观点和习惯有较大改观,我们开始采用“教学论”的思路,提高教学研究水平,以图解决深层次的教学问题,这是非常令人欣喜的事。一众所周知,自20世纪80年代以来,
History education is based on historical teaching. Whether we advocate knowledge education, ability cultivation, ideological education, personality education or civic education, if the research of teaching theory is emptied, its effect will inevitably be poor. However, the traditional teaching research is relatively simple, and the problems it solves mostly focus on the interpretation of teaching skills. Normally, teachers who have received regular training in normal universities are accustomed to equating teaching research with the teaching of textbooks and classroom teaching skills. In recent years, by borrowing the east wind of curriculum reform, these views and habits have greatly changed. We have begun to adopt the idea of “teaching theory” to improve the level of teaching and research in order to solve deep-seated teaching problems. This is very impressive Joyous thing. As we all know, since the 1980s,