| 用“悬念”引领学生走近历史现场 |
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| 引用本文： | 蔡永.用“悬念”引领学生走近历史现场[J].教育与教学研究,2013(2):99-103. |
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| 作者姓名： | 蔡永 |
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| 作者单位： | 温州市实验中学南浦分校 |
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| 摘 要： | 历史教学的有效性不仅来自教学内容的有效选择,还来自于教学内容的呈现方式。"悬念"作为一种戏剧表达方式应用于教学中,能缩短学生与教师、历史事件间的距离,增强学生历史学习的兴趣,提高课堂教学的有效性。历史课堂制造"悬念"的主要方法包括:转换叙事方式,用文学创作中"倒叙"、"隐叙"的方式;运用历史认知的心理机制,制造认知信息的落差与冲突、放大历史发展的落差与冲突的方式;运用停顿、设问等方式控制呈现节奏,把复杂的历史事件的相关信息次第展示。这些方式使史料不再静态,而是在学生和历史事件间架起了对话的桥梁,提升了教学的有效性。
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| 关 键 词： | 中学历史 悬念 引领 历史现场 有效教学 |
Leading Students to the Historical Scenes by Using “Suspense” |
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| Cai Yong.Leading Students to the Historical Scenes by Using “Suspense”[J].Journal of Chengdu University(Educational Sciences Edition),2013(2):99-103. |
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| Authors: | Cai Yong |
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| Institution: | Cai Yong(Nanpu Branch School of Wenzhou Experimental High School,Wenzhou,Zhejiang,325000,China) |
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| Abstract: | The effectiveness of history teaching is not only from the effective selection of teaching content but also from the way of presenting teaching content.As a theatrical expression,suspense used in teaching can shorten the distance between students,teachers and historical events,enhance students’ interest in history learning,and improve the effectiveness of teaching.The methods used to create suspense in history teaching include:converting narrative mode and taking the mode of "flashback" and "hidden clasps" in literature;using psychological mechanism of history cognition to make cognitive information gap and conflict,amplifying the gap of historical development and the way of conflicts;using methods of pause,creating questions to control the rhythm of presentation,revealing the related information of complex historical events gradually.All these approaches serve as a bridge of communication between students and historical events,make the historical materials vivid,and promote the effectiveness of teaching. |
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| Keywords: | history teaching in middle school suspense leading historical scene effective teaching |
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