一編繪歷史教學圖表的意義 蘇聯教育家凱洛夫說:‘以历史地圖……圖解……一覽表(印製的以及教師幫助学生自製的)這一類的圖画教具來做演示,在學校實践中有廣泛的應用。’它能‘使學生易於理解和記憶所學习的東西’,同時也‘能引起学生注意,並誘發他們的視覺形象,這可以促進观念、思維和記憶底過程。’(‘教育學’一七六页)為什么它能有這樣的作用呢?因為人類的認識過程是開始於接觸外界事物,開始於感性的認識,所以,‘教学方法应首先以学生知覺具體的事物為基礎,引導他們走向正確的知識方面去,我們就必須把事物和現象本身常作認識底源泉看待,必須在開始教学的時候,從具體的東西出發。’(凱洛夫:‘教育学’七六页)根據这一启示,從一九五三年起,我們即從事製造圖表等直觀教具的工作,在實践的過程中,收到了良好的效果。首先談談利用地圖問題。利用地圖進行教學是历史課的特性之一,只有充分利用地圖,才能更好的說明历史事實發生的情况,更重要的是能通過編繪圖表可以加深教師對教材的领会,幫助掌握教材的精神實質。同時又能激 The significance of compiling a history teaching chart The Soviet educator Krylov said: ’Presenting illustrations in the form of historical maps ... graphic ... lists (printed and teacher-assisted student self-made) In a wide range of applications. ’It can make it easier for students to understand and remember what they are learning’ and at the same time can draw students’ attention and induce their visual image, which promotes ideas, thinking and memory. ’(’ Pedagogy ’, p. 176). Why does it have such a role? Because the process of human cognition begins with the contact with the outside world and begins with perceptual knowledge,’ teaching methods should first be specific to student perceptions As the foundation of things and guiding them toward the right knowledge, we must always consider things and phenomena as their origin, and proceed from concrete things when we begin our teaching. According to this revelation, from 1953 onwards, we engaged in the production of visual aids and other visual aids, in the course of practice, received good results. First talk about the use of map issues. The use of maps for teaching is one of the characteristics of the history class. Only by making full use of the maps can we better explain the historical facts. More importantly, we can deepen the comprehension of the textbooks by teachers and help to grasp the spirit of the textbooks substance. At the same time can be excited