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不管是在过去,还是新课改红红火火的今天,历史教学的主阵地一直是在课堂,一般都把提高45分钟课堂有效教学作为提高整个教学质量的第一追求。老师想方设法,采用各种教学手段调动学生学习历史的积极性,充分凸显学生的学习主体地位,最大限度地提高教学效果。其实如果在课堂之外更注意一些教学研究,那么“最大限度”的效果才能真正凸现。下面就结合一些案例说说我的一些做法和体会。一、反思教与学,进行自我探究传统的教师角色是这样的:一本书,一只粉笔,三尺讲台足矣,而新课改需要的教师在传统基础上,更加强调教学行为的开放性、全方位、多样性。
Whether it is in the past or the new curriculum reform is booming, the main position of history teaching has always been in the classroom. Generally speaking, it is the first pursuit to improve the entire teaching quality by improving 45 minutes of effective classroom teaching. Teachers find ways to use a variety of teaching methods to mobilize the enthusiasm of students to learn history, fully highlight the status of the main student learning, to maximize teaching effectiveness. In fact, if you pay more attention to some teaching and research outside the classroom, then the effect of “maximum ” can really highlight. The following combination of some cases to talk about some of my practices and experience. I. Reflections on Teaching and Learning and Self-exploration The traditional teacher roles are as follows: a book, a piece of chalk and a three-foot platform are sufficient. Teachers who need the new curriculum reform more emphasize the openness of teaching activities Sexual, omni-directional, diversity.