In his book The Landscape of History, John Cadiz suggests that historians should recreate history as a landscape, providing people with historical scenes that they can experience and resonate with. One of the benefits of thinking about historical scenarios helps us realize that we are really small as individuals. "We know our situation", as Cadiz says, as we grow up, our presence in history is actually very insignificant. The conclusions are more certain when we think not only about human history, but also on the so-called "big history" theme of cosmic history. In thinking about the whole picture of history, we tend to ignore the details in favor of meaning. The metaphor of "landscape" encourages us to look at history from a range of vantage points, either from a high or a low place, so that we can find meaning in what we see, and discover things that are impossible to do when we are in them now.
A good subject teacher often has a strong subject temperament. Gestures, conversations and exchanges, all exude the rich temperament of the discipline itself. For example, the vivid humor of the Chinese teacher, the capable and rigorous math teacher, and the eloquence of the political teacher. The construction of Chinese chemistry, a high school ideological and political subject, means that political teachers need to have a broad vision beyond the subject vision. In fact, in the practice of many excellent subject teachers, the importance of this vision and vision for subject teaching has been fully proven.
A math teacher gave a lesson on probability theory, and when the teacher started the class, he did not directly talk about probability, but quoted a passage from Tanchun in the 62nd round of "Dream of Red Mansions". "It's kind of interesting, there are twelve months in a year, and there are several birthdays in each month. There are many people, and even if it is so coincidental, there are also three one-day and two-day ......It's a coincidence today, Baoyu, Baoqin, Ping'er, and Xiuyan all have birthdays. ”
A math teacher first frightened the students when he talked about "Dream of Red Mansions". Then ask a question about how many people have birthdays on the same day: "Do you think these four people in Jiafu have birthdays on the same day, is it a coincidence or a very easy thing to happen?" "Pointing the question to probability.
After the students discussed, the teacher introduced the question of probability, and then explained what probability is and what probability is. Then ask the students if they want to know if this is a high-probability event or a small-probability coincidence? How to verify whether what Tanchun said is correct? This leads to the important knowledge point of this lesson - how to calculate probability?
Establish a connection between rational and rigorous mathematical knowledge and students' existing experience of reading literature. Such a crossover is not only appropriate, but also creates a good defamiliarization of teaching and induces students' interest in learning.
What we should learn from is that some top teachers often have the seemingly opposite cultivation and temperament of their own discipline. For example, a famous liberal arts teacher has rigorous rational thinking, while a science teacher has an impressively rich humanistic accomplishment. For example, Mr. Sun Weigang, a god-level teacher in the middle school mathematics field, is proficient in many Chinese, mathematics, physics, English, physical education, and is proficient in everything. When talking about how to teach mathematics, he said: "The eight directions are connected, they are all one, the river is clear, and the fish are shallow. "When Mr. Sun wrote it for the first time, he could talk about Greek culture from the Greek alphabet, and then talk about Europe and World War II, a mathematics class, Mr. Sun could talk about history, military, world situation, geographical customs, Tang and Song poems, talk about football, basketball, or randomly turn to physics, chemistry, Russian, English, and even track and field, ** from elementary mathematics to advanced mathematics, tracing the history of mathematics and looking forward to the development of modern numbers. In the classroom of high school ideological and political subjects, it is often a successful practice to explain economic theories from the perspective of economic history, analyze political phenomena from the perspective of political history, and explain cultural knowledge from the perspective of cultural history. With the progress of economy and society, history has increasingly entered the spiritual vision of ordinary people through film and television works, lectures, popular readings, etc., providing extremely rich teaching resources for our political classrooms.