论文部分内容阅读
庞卓恒教授在2003年1月曾指出:“中学历史课堂的满意度在各科中倒数第二。”这种情况在世界范围内同样存在。英国的学校委员会在1966年曾做过一项调查研究,结果表明“绝大部分学生对历史与现实的关系表示怀疑,认为历史课是无用的、枯燥的。”美国中小学的历史也使学生厌倦。分析原因,主要表现在历史教学中过于注重记笔记和死记硬背,而没考虑到学生的需要和学生个性的充分发展,这与我国传统的“教师中心、书本中心、课堂中心、知识中心、班级中心”的弊端是相呼应的。本文从教育观念的转变入手,探讨如何提高中学历史课程的功能,从而实现新课程目标的要求。
Professor Pang Zhuoheng once pointed out in January 2003: “The satisfaction of the history class in middle schools is the second lowest in all subjects.” This situation also exists in the world. The British school committee conducted a survey in 1966. The results showed that “most students are skeptical about the relationship between history and reality, thinking that history classes are useless and boring.” The history of American primary and secondary schools also makes students Tired. The analysis of the reasons is mainly reflected in the excessive emphasis on taking notes and memorization in history teaching, but not taking into account the needs of students and the full development of student personality. This is in line with our traditional “teacher center, book center, classroom center, and knowledge center. The drawbacks of class centers are echoes. This article starts from the change of educational concept, discusses how to improve the function of middle school history curriculum, so as to achieve the requirements of the new curriculum objectives.