中国近代史教学叙事策略探究——以《武昌起义》为例  

On Teaching Narrative Strategy of Modern Chinese History by Taking "Wuchang Uprising" as an Example

作　　者：韩振国[1] HAN Zhen-guo(Department of History and Law,Tangshan Normal University,Tangshan 063000,China)

机构地区：[1]唐山师范学院史法系,河北唐山063000

出　　处：《唐山师范学院学报》2020年第1期136-139,共4页Journal of Tangshan Normal University

基　　金：唐山师范学院教育教学改革研究项目(2017001020)。

摘　　要：在互联网时代,教师要和网络“抢夺”学生,必须在教学中采取有效的教学策略,通过创设历史时空情景,寻找合适的课程主线,设置新颖而有效的悬念吸引学生,把生动形象、立体直观的历史事件展现给学生,从而使师生在教室场域中产生共鸣,引导学生发挥教学主体作用,增强教学效果。To compete with the Internet for students in an internet era,teachers must adopt effective teaching strategies and present to students vivid,three-dimensional and intuitive historical events by creating historical space-time scenarios,finding the appropriate course mainline and setting up novel and effective suspense to attract students,so that teachers and students can feel connected with each other in the classroom field,and the latter be allowed to play the main role to enhance the teaching effect.

关 键 词：叙事 时间 空间 主线 悬念 

分 类 号：G642.1[文化科学—高等教育学]