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历史故事在教学中除了激趣外,还应尽可能发挥出它的张力,比如在整课的结构中起到承上启下的作用,能引导学生对某一历史现象做出更加深层次的思考。人民版《汉代儒学》一课,是笔者在2012年参加全国历史优质课(南昌)评比的课题。课中引用的叔孙通制立朝仪的故事,得到了一些与会专家与老师的关注。去年12月,凑巧本课又作为浙江省高中历史教学疑难问题研讨会的示范课,课后,很多老师的关注点仍然集中在叔孙
In addition to being introverted, historical stories should exert their tension as much as possible. For example, they play a leading role in the structure of whole classes and can guide students to think more deeply about a historical phenomenon. People’s version of “Confucianism in Han Dynasty,” a course, is the author in 2012 to participate in the national history of quality class (Nanchang) competition issues. The story quoted in the course of Shu Su Tong established the story of the instrument, received some experts and teachers attending the attention. In December last year, coincidentally, this course also serves as a demonstration course for the symposium on history teaching difficulties in high school in Zhejiang Province. After the class, many teachers’ concerns are still focused on the uncle