Improve the efficiency of teaching good history teaching video-毕业论文翻译.docVIP

Improve the efficiency of teaching good history teaching video-毕业论文翻译.doc

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Improve the efficiency of teaching good history teaching video-毕业论文翻译

Improve the efficiency of teaching good history teaching video With the new curriculum reform, the teaching of history has undergone tremendous change, traditional history teaching mode, the evaluation mechanism has new changes in history teaching, classroom teaching is the key to the implementation of quality education, therefore, to improve teaching efficiency in order to effectively promote the deepening of reform of the teaching of history teaching, students interested in the knowledge of teachers about, or think it is important and can concentrate his attention. teachers should take various measures to stimulate students’ interest. in conjunction with their teaching practice, to talk about the history of video to improve teaching efficiency. The history of video is an aid in teaching, there are obvious benefits it can to reproduce the real history as much as possible, restore the true colors of the history, but also vividly shows significant historical event and heighten the atmosphere of the teaching of history. in the history of video commentary voice is contagious, while images of each other with easy to arouse students’ interest, to give students more shocking to achieve the goal of teaching. But the history of video a variety of inadequacies, after all, it is not real history, is an artificial reproduction of this let us first choice of video is much more efforts can not be ignored in order to achieve certain teaching objectives the objectivity of history is true, the choice of the history of video have a clear purpose is for teaching, but it must be objective, or rather do not. Take the “decisive battle strategy gt;gt; the video of this class was selected to the arrival of a campaign to heighten the atmosphere to reach the goal of emotional education. The beginning when I first ask two questions, students with problems to see the video. master the basic knowledge of history but, after watching the video the students immersed in the v

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