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鼓励学生充分发挥自己的创造力
编辑日期:2021-06-18 00:58  编辑:佚名  阅读次数: 次  [ 关 闭 ]

是什么造成了历史现象?对历史事件的道德解释是什么?通过这些批判性思维过程,培养学生的认知和情感。

these documents can be main documents or auxiliary documents, e.g, diary and autobiography of the person concerned,comments from historians,witnesses and newspaper reports,there are a lot more.timely feedback control through self-reflection,make students' thinking activities more proactive,the result of reducing blindness and narrow thinking is more correct,this effectively improves the critical thinking quality of students. after qin destroyed six countries, china was the main body.form a unified multi-ethnic centralized state.how to cultivate students' critical thinking ability in history teaching?this article only talks about superficial views on training methods and methods.

缺乏批判性思维的人容易被提示,不擅长独立思考,很难区分是非。从上面,学生们争辩说,歧视,不仅掌握相关的基础知识,并从中进行思考的灵活性和深度。当然, 教师必须正确引导他们结合客观现实,在有充分根据的情况下猜测该假设,否则,学生的想象力将陷入幻想。历史教学需要不断地重新审视古老的圣人学说:“受过教育和有才华的人,仔细考虑一下审问,敏锐的努力点”

reflection is to conduct science,prudent critical retrospective analysis and inspection.it is best to let the teacher maintain a sense of respect for the different views of the students and the different views of the problem.encourage students to analyze and use these documents,to prove their knowledge and views on historical events.e.g, when talking about the "soviet-german treaty of non-aggression",i instruct students to boldly present what they see,so students think actively,hypothesis: the signing of the treaty is not just "the soviet union failed to establish a security system,and expressed distrust of britain and france.aware that certain events and people are in a specific context, it can help students pay attention to the following idea: we should not use current standards to evaluate the past.the students started arguing,the classroom atmosphere is very lively,through discussion and analysis,finally reached a consensus.in teaching, students should be trained to master the means of reflection,such as rigorously reviewing the thinking process; designing multi-directional and multi-angle thinking procedures aimed at achieving the same goal in different ways; comparing the results of thinking with the objective laws and phenomena of actual production and life, and many more. source: internet

法师 问题与猜想

将人物或事件放回历史背景中,观察他们的行为,在这种情况下,分析并解释该事件

四个自我反省。鼓励学生质疑历史教学中的困难,大胆和批判不仅是老师,不仅是书籍,引导学生从多个角度和层次思考问题,养成毫无疑问的习惯,为了培养学生的问题意识,并使学生的问题更加科学。在历史教学中, 您可以有针对性地将混淆的知识设计为主题。

bacon said,history makes people wise,we tend to assume that the history we teach will make students smart.but in fact,如果您将学生视为白纸,让我们被动地描写扭曲的历史,没变聪明 学生, 它将变得更加幼稚和愚蠢。“最好说苏联正在为自己的利益谋求战略(突破了学生对苏联的崇拜)。“这句话生动地总结了最初的创新思想,创新人才背后的哲学,培养学生的批判性思维和素质,确实为创新型人才的培养奠定了思想基础。

2。历史是一门社会科学,对历史上任何历史事件的评估,如果人们站在不同的阶级位置,应用不同的世界观,从不同角度观察和分析它,答案将是丰富多彩的。这就是教育者所说的“历史同理”或“观点接受”

1。 帮助学生创造历史情境。 3。愿意听和学听学生的问题和答案,即使只是天真的看法。

该条约不是安全带,苏军无法避免德军的进攻,减轻后顾之忧,在1941年6月的苏联突袭中,猝不及防,导致大片领土的沦陷(否认教科书中的观点)。在历史课程的教学和实践过程中, 教师应设法鼓励学生通过各种活动学习多维思维。让学生反复争论,详细的比较使学生能够使用批判性思维来客观地评估自己和他人的思维活动; 他们还可以精心创建一些问题情况供学生讨论,通过师生之间的讨论, 学生们,学生们,交流意见,表达意见有利于学生个人思维的发展, 批判性思维和创造性思维,让他们在听取不同意见的同时集思广益,在透析不同思维方式上相互启发,从而培养学生全面思考的能力

。它反映了社会主义国家苏联外交政策中的大国沙文主义。 学生根据主题探索各种原始文件的规定和要求

6.the teacher is teaching history in the classroom,some examples can be cited: for example, if einstein would not doubt,will not bravely break the absolute space-time theory proposed by newton,and put forward the argument of the theory of relativity.only when students can face the real history,learn to use your own thoughts to think critically and independently,history can truly be a wise experience and spiritual food.we encourage students to explore the historical background of the birth of socialist theory,its focus is why some countries take the socialist road while others do not? which political and economic, and social factors play a role? how do people in socialist countries view socialism?

e.g, 当他教秦时,他摧毁了六个王国,作者提出了三个问题,请学生分析:秦统一中国后,以汉族为主体的统一的多民族集权国家已经形成。通过分析文献,学生学会珍惜历史背景,注意第一手文献,more importantly,they learn to cherish the opinions of others,then understand that complex historical insights show the characteristics of the interaction of multiple factors,people may have different views on the same historical event.these assumptions,these are real doubts about textbooks,they can defend themselves,therefore,it is transformed into the result of innovative thinking.in this process, students' critical thinking skills will be greatly improved."carritello and others think,human activities are based on a specific social environment,construct historical facts.to attract new ideas.poor self-assessment ability. after qin unified the whole country, a unified multi-ethnic centralized state with the han as the main body was formed.we should not use our own political means, economy, social, cultural and moral concepts to evaluate historical events and historical figures. encourage students to take the initiative to ask and solve problems

教师应在历史教学过程中鼓励学生,激发学生的潜力,指导学生独立思考,让学生组成一个小组阅读历史教科书,讨论,进行一系列与历史基础知识有关的培训活动,让学生积极思考和分析,进一步有效地引导学生从批判性思维的角度思考问题,解决这个问题。 歧视与讨论

缺乏批判性思维能力的人,对问题的认识不足; 经常遵守规则, 遵循传统,不敢发表独立意见,将现有的方法和结论视为真理,不可能更深刻地揭示事物的本质和规律。得出结论的条件是什么?这些条件能否必然得出结论?想法是如何形成的?有没有更有效的思维方式?这种思维方式可以解决什么类型的问题?有哪些注意事项?设计或寻找一些类似的问题,相同的方法仍然有效吗?还有很多。 哈佛大学物理学教授,诺贝尔奖获得者温伯格说:“我对书中给您的答案感到不安。在历史教学课程中, 老师应该尽最大的努力去激发他们的热情,并给他们适当和合理的评估,只有这样我们可以更好地激发学生批判性思维的潜能。但是请尝试找出与本书有何不同之处,这种素质可能比智力更重要,通常,这是区分最佳学生和次优学生的标准。进行反思训练,目的是实现自我完善,为了最大程度地减少错误。该条约及其附件确定了苏联和德国在东欧的势力范围。鼓励学生充分发挥自己的创造力,让他们有勇气找到另一种方式,学会与众不同,了解如何提出问题,潜移默化地培养创新思维的能力,让他们从多个角度,全面考虑问题,养成良好的学习习惯。 通常很难对问题发表评论。e。打破常规,勇于创新,寻求最快的最有效的解决方案。g,美国学生经常感到茫然,否认社会主义。我们应该教学生尊重过去,注意历史证据和历史背景,无疑,这将帮助他们更好地了解其前任的所作所为。在不同程度上优化学生在历史关键方面的思考能力,这样的, 逻辑理论知识与学生的批评热情有机地结合在一起

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