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自1987年走上教师岗位,29个春秋,没离开过中学课堂。特别是近些年,一直立足于三尺讲台,教授着初中历史课程。反复的初中历史教学实践,我觉得没有因为内容熟悉而轻松,反而时常会有困惑,当然也有许多思考。我在这里,说出困惑,希望得到大家的指引;讲明思考,期待与同行交流认识。一、基于困惑对初中历史教学三维目标关系的思考或许有人认为这个困惑有点可笑,因为课程标准中有明确的界定,即知识与能力、过程与方法、情感态度与价值观。但在实际教学中,执教者对课程标准要求的理
Since 1987, took the position of teacher, 29 Spring and Autumn, did not leave the middle school classroom. Especially in recent years, he has been teaching junior high school history courses based on the three-foot podium. Repeated junior high school history teaching practice, I think not because the content is familiar and relaxed, but often confused, of course, there are many thinking. I am here, puzzled, hoping to get everyone’s guidance; explain and look forward to exchanging knowledge with peers. First, thinking about the three-dimensional goal of junior high school history teaching based on confusion Perhaps some people think that this puzzling is a bit ridiculous because the curriculum standard has a clear definition of knowledge and ability, process and method, emotional attitude and values. However, in the actual teaching, the coaching staff requirements of the curriculum standards