History teaching in the problem situation-毕业论文翻译.docVIP

History teaching in the problem situation Discipline of History is a combination of characteristics to the history of thinking on the subject. One educator said: “The whole art of teaching is how to properly ask questions and skillfully guide the students to answer.” Classroom teaching in history, whether based on children’s psychological characteristics and cognitive levels, as well as teaching the specific content just right set problems, reasonable solution to the problem, then a direct impact on improving the quality of student culture and innovation ability. This paper on the history of disciplines “problem situation” as a study in order to tutor positive side. 1, the problem of classification How to issue a reasonable classification, there is no the most authoritative argument. Here, only from the characteristics of student thinking activities and questions of the content will be divided into the following several types of historical problems. (A) to determine type problem This refers to the historical facts, concepts, conclusions and other judgments or recognition of a class of problems, design of the “right” “not” “this is the case, or the like” and other questions with. (Example: “We are told that Han Dynasty Buddhist, you think, right?) (B) A description of the problem-type This refers to the historical facts, concepts, conclusions, and the stage of history, characteristics, basic trail and development process is described, such as a class of problems, design of the “what” “how” and other questions with. These two types of problems, the main test is the student for the historical facts, concepts and conclusions of the re-recognition reproduction capabilities, thinking requires relatively low. In particular, the design of the closed nature of the problem, directly affecting the student’s creative thinking to play, but for the promotion of learning and strengthen the basic knowledge of the historical memory still has a certain