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随着新课程改革的不断深入发展,对教师提出了更高的要求,要求在教师的指导下,学生能学会学习,学会生活,学会合作,学会创新,以适应未来社会发展的需要。而课堂提问是组织课堂教学的中心环节,对学生的发展具有重要作用。但在中学历史教学中,还有不少历史教师对课堂问题的有效性不够重视。因此课堂效果很不理想,久而久之,导致学生综合分析解决问题的能力比较欠缺,学生的思维和能力不能得到培养与发展,主体地位不能得到体现。为了改变这种现状,经过不断的教学实践,以得出更深层的认识。
With the continuous deepening of the reform of the new curriculum, teachers have put forward higher requirements. Under the guidance of teachers, students should learn to learn, learn to live, learn to cooperate and learn to innovate to meet the needs of future social development. The classroom questioning is the central link in the organization of classroom teaching, which plays an important role in the development of students. However, in the history teaching of middle school, many history teachers pay insufficient attention to the validity of classroom problems. As a result, the classroom effect is not ideal. As time passes, students ’abilities to analyze and solve problems comprehensively are relatively scarce. Students’ thinking and abilities can not be nurtured and developed, and their status can not be reflected. In order to change this situation, through continuous teaching practice, in order to reach a deeper understanding.