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初中历史教材中所给出的都是显性知识,教师一般会以此为根据进行知识的整合与传授,学生所学习的内容也多为显性知识。其实,在教材中这些显性知识的背后,只要教师细心挖掘,便可发现诸多的隐性知识,如果将其加以利用,可以丰富学生的知识体系,使历史学系更为立体化。为此,本文从初中历史隐性知识的界定入手,对初中历史隐性知识的意义进行分析,并对初中历史隐性知识的挖掘展开研究,以供参考。
Middle school history textbooks are given explicit knowledge, teachers are generally based on the integration and imparting knowledge, the content of the students are mostly explicit knowledge. In fact, behind these explicit knowledge in teaching materials, as long as teachers carefully excavate, we can find a lot of tacit knowledge, if we use it, we can enrich students’ knowledge system and make history department more three-dimensional. Therefore, this article starts with the definition of tacit knowledge of junior high school history, analyzes the significance of tacit knowledge of junior high school history, and conducts a research on the tacit knowledge of junior high school history for reference.