浅谈历史教学中创新精神的培养

创新是素质教育的灵魂,也是历史教学不断探究的重要课题。就历史学科而言,培养学生的创新精神就是让学生在掌握历史知识的基础上,运用辩证唯物主义和历史唯物主义的观点观察和分析问题,去探究和发现学习历史的新思路、新方法和新观点,掌握历史发展的基本规律。本文结合笔者的教学实践,就历史教学培养学生的创新精神进行探讨。一、引导学生多角度地思考历史问题,培养学生思维的扩散性和批判性在历史教学中,教师要引导学生突破陈规,在课本观点的基础上进行更深刻更全面的探究。打破学生那种已经习惯了的、只能是接受课本惟一结论的历…     

历史教学中创新思维创新能力的培养

创新思维和创新能力的培养离不开对历史基础知识的学习,培养创新思维和创新能力的方法和途径:坚持实事求是的科学思维方法,实施教学民主,营造和谐宽松的氛围,培养学生的发散性思维,鼓励学生大胆质疑。     

Explicitly Teaching Critical Thinking Skills in a History Course

Critical thinking skills are often assessed via student beliefs in non-scientific ways of thinking, (e.g, pseudoscience). Courses aimed at reducing such beliefs have been studied in the STEM fields with the most successful focusing on skeptical thinking. However, critical thinking is not unique to the sciences; it is crucial in the humanities and to historical thinking and analysis. We investigated the effects of a history course on epistemically unwarranted beliefs in two class sections. Beliefs were measured pre- and post-semester. Beliefs declined for history students compared to a control class and the effect was strongest for the honors section. This study provides evidence that a humanities education engenders critical thinking. Further, there may be individual differences in ability or preparedness in developing such skills, suggesting different foci for critical thinking coursework.     

历史教学中学生创造力的培养

在国家推行教育改革的今天,改革的目标就是培养具有创新精神和创造性才能的人才,以适应现代化建设和国际竞争的需要.而创造精神和创造性才能培养的关键在于创造性的思维.在历史教学中打破旧有的惯性思维的束缚,通过联想思维、逆向思维和发散思维等方法,培养学生的创新精神和创造能力.     

历史教学中学生创造力的培养

在国家推行教育改革的今天,改革的目标就是培养具有创新精神和创造性才能的人才,以适应现代化建设和国际竞争的需要。而创造精神和创造性才能培养的关键在于创造性的思维。在历史教学中打破旧有的惯性思维的束缚,通过联想思维、逆向思维和发散思维等方法,培养学生的创新精神和创造能力。     

历史教学中学生创造性思维能力的培养

21世纪将是创造教育的世纪,未来需要的人才是具有创新开拓能力的人才。因此,教育工作者应以培养学生的创造性思维能力作为教学的灵魂和核心,重视学生创造性思维能力的培养。本文结合历史教学,探讨了创新教育的内容,提出了增强学生创新意识、培养学生创造性思维能力的方式方法。     

论历史教学中的创造性思维培养

本文从心理学的角度分析了创造性思维的特征,阐述了历史教学中培养学生创造性思维的前提条件、方法和原则。表明充分发掘教师的创新能力,培养学生抽象、概括及判断、推理能力,是培养创造性思维的关键。     

中学历史教学中学生创造性思维的培养

中学历史教学中学生创造性思维的培养 ,要做到“有趣”、“有点”、“有疑”、“有用”,着力培养他们的创新精神 ,使之成为富于创造性的人才 ,以适应新世纪的需要     

Self-esteem and academic achievement: a comparative study of adolescent students in England and the United States

Utilizing mixed methodology, this paper investigates the relationship between self-esteem and academic achievement for young adolescents within two Western cultural contexts: the United States and England. Quantitative and qualitative data from 86 North American and 86 British adolescents were utilized to examine the links between self-esteem and academic achievement from the beginning to the end of their academic year during their 11th–12th year of age. For both samples, quantitative results demonstrated that fall self-esteem was related to multiple indicators of later year academic achievement. While country differences emerge by the end of the year, math appears to have a consistent relationship with self-esteem in both country contexts. Qualitative analyses found some support for British students’ self-perceptions as more accurately reflecting their academic experience than the students from the United States.     

运用教育技术提高历史多媒体课堂教学的提问技巧

课堂提问是一种技巧,更是一种艺术,是教学中用得最多而又很难用精、用巧的艺术。随着教育信息技术的发展．如何把多媒体技术优势和历史课堂提问技巧二者有机地结合起来,创设历史教学的情境,增强历史多媒体课堂教学有效性。是目前中学历史教师必须重视的新课题。     

新课改背景下历史专业师范生从教技能的培养

新课改背景下,师范生专业素质和从教技能的训练与培养决定着基础教育师资是否合格。高等师范教育对师范生的教师技能训练需要适应新课改的需求,以新课标为准,增强课程体系中师范生实用知识的储备,从组织教学、把握教材,语言文字和多媒体课件的运用三个方面来强化学生的从教技能,培养出合格的基础教育师资。     

中学历史教学中学生创新思维的培养

在中学历史教学中,学生思维的创新是中学教师在传授知识过程中更为注意的问题,本文就学生创新思维的培养在教学手段、联系实际能力、作业的改革等方面做了一些尝试。     

Skills for Independence for Children with Cerebral Palsy: a comparative longitudinal study

Thirty‐six children with cerebral palsy, aged 3.5 to 4.5 years were compared on their skills for independence. Of the 36 boys and girls, 19 children were enrolled in a Conductive Education Program in Birmingham and 17 were enrolled in British special education programs in the Greater Manchester area. Skills for independence were measured with the Vineland Adaptive Behavior Scales via teachers’ responses, once a year on three occasions. Parents were interviewed using the Developmental Profile 2, once a year on three occasions. The results of two‐way ANOVA with one repeated measure on both teachers’ and parents’ responses indicate that there was no significant difference between the two groups in their skills for independence. However, both groups performed significantly better as they were getting older. Despite the strong emphasis on independence in Conductive Education, the children's level of independence was no different from their counterparts. Thus, the claim for the effectiveness of Conductive Education is not supported by the study.     

Developing History Students' Skills in the Transition to University

With growing numbers and diversity of students, as well as demands from employers and students themselves, many humanities and social science tutors have become increasingly aware of the importance of developing students' skills. The first year of university is a particularly important point of intervention, not only to ensure the successful transition to degree level work, but to create the foundations for learning and skills development in subsequent years of disciplinary study and beyond. There is still, however, often a lack of confidence on the part of subject tutors concerning the introduction of skills to students whose primary motivation for study is discipline-based. This paper describes a practical approach to this problem in history, but one easily transferable to other disciplines. It combines subject and skills in a way which engages student interest, and encourages students to become more confident in a variety of practical skills, as well as more reflexive in relation to their subject and the ways in which they approach learning in it.     

中国近现代史教学的创新教育功能

作为高校思想政治理论课之一的“中国近现代史纲要”,其课程目标在于使当代大学生了解国情民情,深刻领会历史和人民怎样选择了马克思主义,选择了中国共产党,选择了社会主义道路。提高自觉运用马克思主义立场、观点和方法解决实际问题的能力。中国近现代史教学培养学生的创新思维能力既是当前中国高校实施创新教育和素质教育的重要内容,同时也是高校思想政治理论课自身属性和教学特点所决定的。文章从大学生创新思维、创新能力、创新精神的培养等方面,探讨了中国近现代史教学的创新教育功能。