历史教学问题

第三、中学历史教学中问题情境创设的要素构成及基于案例的研究：从历史问题情境创设的内容要素、动机要素和前提要素三方面论述。

Third : elements and case-based research in the creation of situation , that is from the content element , motive factor , and the premise element to describe .

第五、中学历史教学中问题情境的创设应处理好几种关系：即教师与学生的关系、史实材料与历史解释的关系、认知与体验的关系和过程与结果的关系。

Fifth : the history teaching in the creation of questions should deal with several kinds of relations , namely , the relationship between teachers and students , the historical facts and historical interpretation , the relationship between cognition and experience , process and results .

第四、中学历史教学中问题情境创设的策略及基于案例的研究：从确立学生主体地位，激发学生强烈的问题意识和创设形式多样的历史问题情境两方面论述。

Fourth : strategies and case-based research in the creation of situation , from the establishment of the dominant position of students , motivating students a strong sense of their problems , varying from person to person , and actively creating a variety of historical issues .

近年来数字化学习（E-learning）成为信息技术与学科整合的热点，但历史教学领域对此问题的探讨尚存不足，有待研究的深入。

In recent years , E-learning has become a focus of integrating information technology into the curriculum . But there are some deficiencies in this subject , which was discussed by the field of history teaching .

历史教学中“问题意识”的培养

Cultivation of the " Question Consciousness " in History Teaching

最后分析了当前高中历史教学存在的问题并深入分析历史故事引入高中历史教学中的重要性与价值，再在此基础上提出了历史故事在高中历史教学中的应用策略。

Finally analyzes the problems existing in current high school history teaching and in-depth analysis of historical stories to introduce the importance and value of high school history teaching , and then based on this , advances the historical story in the application of high school history teaching strategy .

本文从科学性、生动性、简练性探讨中学历史教学的语言艺术问题。

This article explores linguistic arts of history teaching in middle schools in the aspects of scientific nature , vivid nature and brief nature .

在这种情况下，进行初高中历史教学衔接与过渡问题的研究有其现实意义。

In this situation , it has a realistic meaning to carry out research on history teaching transition from junior school to senior middle school .

第二部分结合有关案例，分别阐述了图片史料的三种运用方法和效果；影视史料运用的方法和效果；以及如何来运用图像史料达成历史教学的三维目标问题。

In part two , it respectively expounds tridimensional aims with some cases about three methods and effects of utilizing picture historical material , the methods and effects of utilizing film historical material and how to utilize image historical material to achieve history teaching aims .

第一节，神入如何成为历史教学中的重要问题，本文从观念、社会和教育政策三方面解析了20世纪末神入成为历史教学中的重要问题的必然性。

The first section , the empathy to become the teaching of history in important issues , from the concept , social and educational policies in three aspects of the end of twentieth Century the empathy becomes an important problem in the teaching of history inevitability .

本文对计算机辅助历史教学的基础、模式、特点、原则以及历史CAI教学策略等问题进行了较为详尽的阐述。

The paper expounds thoroughly the base , mode , features and principles of CAI in history teaching , and the history CAI teaching tactics .

在历史教学中如何实施素质教育，这是中学历史教学亟待解决的问题。

How to carry on quality-education is a problem to be solved in middle-school history teaching .

本文从中学历史教学实际出发，在历史学科教学理论指导下，对初高中历史教学衔接问题进行了较深入的探讨。

Focusing on history teaching reality and guided by history teaching theory , this thesis discusses history teaching transition in a deeper level .

中学历史教学是对学生进行历史教育的主体，但长期以来却被众多的不利因素困扰着，其中，历史教学自身存在的问题在这些不利因素中又起着决定性的作用。

The middle school teaching of history is the main way to impart historical knowledge to students , but it has been disturbed by many unfavorable problems existing in the history teaching .

立足普通高中历史新课程教学实践，探索有效自我反思、同伴互助、专业引领和行动跟进的方式、方法，有助于解决历史教学实践中的问题，改进教学行为，提高教学质量。

It helps to solve the problems in the history teaching practice and improve the teaching conduct and quality to find out the effective ways of reflection , partners ' mutual aid , speciality guidance and following up actions .