| 试论初中历史教学中理性认识与感性认识的平衡——以人教版八年级下册为例 |
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| 引用本文： | 韩丹.试论初中历史教学中理性认识与感性认识的平衡——以人教版八年级下册为例[J].科教文汇,2014(35):185-186. |
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| 作者姓名： | 韩丹 |
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| 作者单位： | 厦门市灌口中学 福建·厦门 361023 |
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| 摘 要： | 初中时期是学生生理心理迅速发展的阶段。这一阶段,学生逐渐对周围的事物产生一定的感性认识,在生理和心理的表现上更加＂敏感＂。但是,这一阶段的历史教材中,部分将涉及中华人民共和国史以及当代中国政治的若干复杂而抽象的问题,历史话语的书写难免趋于理性。并且,限于教材的篇幅,历史事实的叙述难免精简。教师在涉及相关问题时,不仅不应急于引领学生从＂感性认识＂上升到＂理性认识＂,反过来,在解读教材时更应注重夯实学生＂感性认识＂的基础。本文以人教版八年级下册教材中的几个主要单元为例,探讨教师如何在教学过程中寻找学生＂感性认识＂和＂理性认识＂的平衡点。
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| 关 键 词： | 初中历史教学 感性认识 理性认识 |
On the Balance between Rational Knowledge and Percep-tual Knowledge in Junior History Teaching:A Case Study on Volume Two of Grade Eight in People's Education Press Version |
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| Authors: | Han Dan |
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| Abstract: | The junior high school period is a stage in which stu-dents＇ psychology develops rapidly. At this stage, students gradu-ally form certain perceptual knowledge of their surroundings and become more＂sensitive＂physically and psychologically. Howev-er, in junior history textbooks, some complex and abstract issues involving the history of the People＇s Republic of China and con-temporary Chinese politics are inevitably rationally expressed, and due to the limit of textbook content, the elaboration of histor-ical facts is inevitably simplified. When handlin g related issues, teachers should not be urgent in guiding the transformation from＂perceptual knowledge＂ to ＂rational knowledge＂, instead, they should lay emphasis on the consolidation of students＇＂perceptual knowledge＂when interpreting textbooks. Exemplified by several main units in Volume Two of Grade Eight in People＇s Education Press version, this paper explores how to find the balance point between students＇＂perceptual knowledge＂and ＂rational knowl-edge＂in teaching. |
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| Keywords: | junior history teaching perceptual knowledge rational knowledge |
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