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在新课程改革中,初、高中历史课程标准都将“过程与方法”做为课程目标。所谓“过程与方法”注重学习的一些基本技法。如历史学科的收集资料、构建论据和独立思考。学生学习历史首先集中于教科书。教科书的写法实际包括了对基本史实的描述和采用的观点。有关“过程与方法”的目标训练,首先应充分利用教科书提供的资源。而笔试的训练又是目前最容易使每一个学生接受的方式。但如果没有达标性试题,课程目标的落实就会形成空谈。深圳市福田区的历史教研员嵇成中老师创编的试题,就是对学生进行最基本的史学方法训练。学生在读教科书或其他历史读物时,如果连史实和观点都分不清,如何形成独立思考?在一些收集资料的活动中,如果头脑中没有史实和观点的概念,怎么能判断资料的价值呢?没有史实和观点和界线,构建论据就会出现混乱。拿一种观点论证另一种观点的现象并不少见。嵇成中编创的这些试题是给初中生做的,但我们看,高中生也未必能判断清楚。高考如果要符合新课改的基本精神,改进命题技术也势在必行。对嵇成中的试题如何评价,欢迎读者畅所欲言。
In the new curriculum reform, the curriculum standards for the history curriculum of both the junior and the senior high schools have taken the “process and method” as the curriculum objective. The so-called “process and method” focuses on some basic techniques of learning. Such as the history of the collection of information, construction of arguments and independent thinking. The student’s learning history first focused on textbooks. The writing of textbooks actually includes a description of the basic historical facts and the views adopted. For the training of the “process and method” goal, we must first make full use of the resources provided by textbooks. The written test training is currently the easiest way for each student to accept. However, if there is no compliance test item, the implementation of the curriculum objectives will form an empty talk. Futian District, Shenzhen, the history of teaching researcher Professor Chengzhong Cheng’s test questions, is to carry out the most basic methods of student history training. When students read textbooks or other historical books, how can they form independent thinking even if historical facts and viewpoints are indistinguishable? How can one judge the value of data if there is no concept of historical facts and viewpoints in some data-gathering activities? Without historical facts, opinions and boundaries, there will be confusion in the construction of arguments. It is not uncommon to take a viewpoint to argue another point of view. These questions written by Yan Chengzhong are for junior high school students, but we can see that high school students may not be able to judge clearly. If the college entrance examination meets the basic spirit of the new curriculum reform, it is imperative to improve the proposition technique. For how to evaluate the questions in the exam, readers are welcome to speak freely.