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我现为北京市海淀实验中学的历史教师。从1988年到现在,我与赵亚夫老师已有20年师生情谊,他虽然没有为我们上过教法课,但却带了3年多的班主任,这期间我们得益于他的教诲实在比他上一门教法课要多得多。大学毕业后,我与老师的交往从未中断,学习也一直在继续。正因为如此,我对赵老师的历史教学研究在理解上就可能更敏感一些。得知赵老师终于打出了自己新历史教育的主张,我就立即萌生了做访谈的念头。一是因为,我身在中学,我的访谈或许有助于一线老师和一般读者去理解赵老师的新主张;二是因为,赵老师早就倡导以公民教育和人格教育为核心的历史教育,而他的新主张对比又有进一步阐发,我期望用更自由的访谈方式呈现其重点,以便同仁们能够获得更进一步的理解。赵老师搞研究写文章,常常讲教学现象(亦即实践)背后的道理,而这道理当然是有理论做支撑的,关于道理的阐述(亦即理论)本来就发乎实践,可惜的是一些老师误以为赵老师的文章“理论性”太强,并未耐心认真地读下去。其实,真正认真地读进去了,才恍然发现赵老师的理论原来是要解决教学实际问题的,是理论与实践交融的结果,绝非空谈。但愿我做的这个关于赵老师新历史教育主张的访谈,能够让老师们在理论与实践两方面都有所得益。
I am now a history teacher at Haidian Experimental Middle School in Beijing. From 1988 to now, I have 20 years of friendship with Zhao Yafu teachers and students, although he did not teach for us a lesson, but with more than 3 years of class teacher, during which we benefit from his teaching really He learned a lot more in a teaching lesson. After graduating from college, my interaction with my teacher has never stopped and learning has continued. Because of this, my understanding of Zhao’s history teaching research may be more sensitive. I learned that Zhao finally played his new history education, I immediately initiated the idea of making interviews. First, because I was in middle school, my interview may help front-line teachers and readers to understand Zhao’s new ideas; second, because Zhao has long advocated education in civics and personality education as the core of history education, His comparison of new ideas has been further elaborated. I hope that the focus will be presented in a more free manner so that my colleagues can gain a better understanding. Mr. Zhao’s work on writing articles is often based on the principles behind the phenomenon of teaching (that is, practice), which of course is supported by theory. The elaboration of the truth (that is, theory) is already practiced. Unfortunately, some The teacher mistakenly thought that Ms. Zhao’s article was “too theoretical” and did not read it patiently and conscientiously. Actually, when I seriously read in, I realized that Professor Zhao’s theory was to solve the practical problems of teaching. It was a result of the integration of theory and practice, and it was by no means empty talk. I hope this interview with Professor Zhao on her new historical education will allow teachers to benefit both in theory and in practice.