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1、1History Teaching students self-learning abilityAbstract: The ability of autonomous learning, can enable them actively in the learning process to ask questions, analyze and solve problems, and gradually formed its own unique insights and approach to problems, and can apply the knowledge learned in p
2、ractice replicability, in context. Keywords: self; exploration; implementation Autonomous learning ability, for the use of historical theory in-depth analysis, understanding, understand and grasp the complex, cross, contradictory historical knowledge, and creative use of them is very important. Ther
3、efore, the teaching of history in the training focuses on student ability point should be self-learning ability. A guide self-doubt “Learning from the Si, from the source in doubt.” To encourage students to think, to promote the development of student thinking, and its focus is the “problem.” No pro
4、blem with teaching, not the number of students leaving traces of mind, much less ripples will provoke thinking of the students. Therefore, 2the teaching of problem teachers should carefully designed to encourage students to question., students may be accustomed to thinking, do not ask questions, so
5、first we should let them in the rehearsal process of building a lesson knowledge network, should have the basic knowledge to understand. Second, thinking the teacher questions. Again, find out where they do not understand the design issues, to the class, teachers and students to solve. gradually stu
6、dents are good at observation, careful analysis, we found problems. The teachers in teaching some of the issues that appear to challenge the teachers are the “authority”, but teachers would not sentence is “insight”, the ability of individual teachers knowledge and understanding of the limitations o
7、f an error in the teaching of teachers in the inevitable. teachers should encourage students to actively question the dispute through student exchange and even solve the problem. Reference to the relevant learning, questioning exercises. The current reference to a variety of teaching, 3learning tuto
8、rials, exercises so dizzying, on the one hand, teachers carefully chosen; the other hand, the analysis presented to students ability to identify requirements. Even is the “authority” of the extra information in the learning and use will often find some of the problems and contradictions, such as cou
9、nseling or information and materials in contradiction there is a conflict of different reference materials, and exercises the answer is that the existence of such errors. students use these data to learn to identify problems and challenged to find a solution through the teaching exchange. Second, to
10、 explore ways to learn to master the textbook knowledge Through independent study and master the ability to textbook knowledge, is the first performance of students learning ability, learning ability is the basis of other protection. To learn and acquire knowledge of different methods and techniques
11、 to determine the level of learning efficiency, the development of training capacity in this area mainly through the following ways: 1. Explore the point of memorizing the specific knowledge, concepts, and convenient way. Immediacy of 4knowledge acquisition, memory, persistence and reproduce the acc
12、uracy of recognition, learning efficiency is the primary expression. Every knowledge point, the concept has different memory method, to discover and master the rules of rational knowledge and information processing, memory techniques to explore the convenient, help to improve the efficiency of learn
13、ing and mastering knowledge. the one hand, the teacher can provide some tips for students to learn; the other hand, need to Students can learn by analogy, of abstract memory for the image memory, memorizing for different objects, to explore the best memorization techniques, and the exchange and prom
14、otion. reposted elsewhere in the paper for free download http:/2. explore the history of the system to master the methods of subject knowledge. the history of each part of the content is not isolated from each other, but linked together to form a complete history of disciplinary knowledge. students
15、in learning, we should scattered knowledge into knowledge systems, the system to master. One grasp the thematic clues, such as political, economic, cultural major topics under the topic can be divided into a 5large number of small topics, such as political under the topic of political, institutional
16、, political, policy, class, ethnicity, foreign relations; economy under the topic of productivity, production relations, agriculture, handicrafts, commerce, etc.; culture, under the topic of natural and social sciences. Second, grasp the characteristics of the historical stage, from the political, economic, and cultural aspects involved in the general and abstract to grasp. Students can refer to the relevant guidance material on the broad knowledge, combined with
