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过去,每当讲到《吐蕃、回纥、南诏》一章,我们教研组的同志们都感到很困难。学生也反应:“学这一课,跟以前的历史知识连不起来。零零散散,抓不住主要內容,不易记住。”就是比较爱好历史的学生也说:“唯有这课书学不上劲,虽然把它的內容掌握得很熟,也没有多大兴趣,印象不深。”原因是什么呢?去年我们备这一章课时,经过反复研究才认识到这主要是由于教师自己对这章书的基本史料掌握得还太少,因而没有可能运用较详细的史料来说明课文里提出的问题;也正是由于没有掌握足够的材料,因而没有可能把许多片段的史实严密地组织起来。由于缺乏一整套史料作基础,讲课时就没有系统,而且道理讲得多些,谈不到把观点贯彻到史实的叙述之中了。根据以上的认识,为了较透彻、生动地说明课本里提出的问题,我们翻阅了一些有关的古代史籍,从中找出了一些在教学中应该补充的和教师应该掌握的史料。我们搜集的史料,包括以下四个方面:
In the past, whenever we talked about the “Tubo, Hui and Nanzhao” chapters, all of our comrades in the teaching and research group found it very difficult. Students also responded: “Learn this lesson, with the previous historical knowledge can not be together. Sporadic, unable to grasp the main content, not easy to remember.” Is more like history, students also said: “The only books I did not know how to learn but did not have much interest and impressed me when I mastered its contents. ”What was the reason? When we prepared this chapter last year, after repeated studies, I realized that this was mainly due to teachers' There is too little basic historical material in this book to explain the problems raised in the text by using more detailed historical materials. It is precisely because there is not enough material available to organize closely the historical facts of many fragments . Due to the lack of a complete set of historical materials, there is no systematic explanation for lectures, and the reason is much more. It is impossible to put the viewpoint into account in historical facts. Based on the above understanding, in order to give a thorough and vivid explanation of the problems raised in the textbooks, we have read some relevant ancient historical books and found some historical materials that should be supplemented in teaching and should be mastered by teachers. The historical materials we collected include the following four aspects: