摘要
作者通过“感知教材、形成表象,理解教材、形成概念,记忆储存、形成知识结构,归纳总结、知识升华”四个步骤,使教材的逻辑性、系统性同学生的认识规律得到了较好结合.
By four steps, that is 'impression of textbook, formation of ideas; comprehension of textbook, formation of concept; remember and memory, formation of knowledge structure; induction and summary, knowledge distillation', the author combines the logic and systematicness of textbook with students' law of cognition in a better way.
出处
《历史教学（下半月）》
CSSCI
北大核心
1998年第10期30-33,2,共页
History Teaching
