我们教的不仅是历史，还有推理|We teach not only history, but also reasoning

在深圳诺德安达：

历史教会了我们学生什么？

跨学科教学- 历史，天气与经济

为了对历史有一个总体的了解，我们在教学中融合了气象学、地理学、绘画以及语文等多学科的内容进行整合教学。

到朝代更替和民族关系史专题部分，我们需要从气象学上的小冰河期和中国400mm等降水量线的知识背景出发去了解气候的变化对于一个民族和一个朝代的兴衰是有着怎样的作用。

讲到南方经济开发的时候，我们需要从地理学的知识，也就是中国温度带的划分去理解南方开发的先天优势。

讲到农耕民族与游牧民族之间的民族交融的时候，我们可以化身为侦探，以“为什么孙悟空被玉皇大帝封为弼马温“为讨论主题，通过对相关绘画、文字、雕塑的分析与讨论，去得出”弼马温“乃”避马瘟“的楷音梗，并往前追溯农耕与游牧民族之间的相互交融的史实。

在进行历史知识串联的时候，我们总是选取古诗和文言文作为我们的论证和推理依据，尽最大的可能保证论证的准确性与可信性。

Interdisciplinary Learning

To develop a general understanding of history, in history classes we have integrated knowledge from different disciplines such as meteorology, geography, painting and Chinese language.

When talking about the changes of dynasties and the history of ethnic relations, we need to understand the role of climate change in the rise and fall of a nation and a dynasty, involving meteorological knowledge such as the Little Ice Age and China ’s 400mm Isohyet.

In respect to the economic development in South China, we need to understand its geographical advantages, which involve China's temperature zones.

The ethnic blending between the farming and the nomadic peoples in China, however, requires the students to act as detectives and find out  “Why the Monkey King was named by the Jade Emperor as Bi Ma Wen (Grand Guardian of the Heavenly Stables)”. Through analysis and discussion of related paintings, texts and sculpture , the students found out the pun of "Bi Ma Wen" as “avoid horse pandemic” and find traces of the integration of the farming and nomadic peoples.

When trying to sort historical events and knowledge, we always use ancient poetry and classical Chinese works as references, so as to ensure the best accuracy and credibility of the evidence.

学生自主学习与分享讨论

学生学习最理想的状态是“以教代教“，所以适时空出部分专题内容，让学生通过自主的学习、研读教材与查找资料，并形成自己的知识框架，和其他同学进行分享讨论是必要的，以下是7年级的一位同学自主预习并整理分享的关于”魏晋南北朝时期的科技文化“部分的思维导图，已经是非常成熟的知识架构了。

Autonomous learning and sharing

The most ideal learning for students is to "learn through teaching", so it is useful to leave part of the learning materials for autonomous learning, researching and textbook reading to form their own knowledge network, and to share and discuss with their fellow students. The following is a mind map of a 7th grader on the "Science and Technology Culture in the Wei-Jin, South-North Dynasties. It is easy to notice how sophisticated it is.

我们经常听到这样的说法：“历史总是重演，所以我们必须学习历史，以便能更好的理解未来。“《1984》中也不停重复一个观点，即”谁掌握现在，谁就掌握过去；谁掌握过去，谁就掌握未来。“而在我看来，历史不仅仅是政治的工具，也不是为了单纯的了解过去，而是在学习的过程中，看看我们是否能从这些既有的经验和模式中来寻找一些突破。当我们习惯性的总结经验教训，用推理和思考的逻辑去推进每一个阶段的历史学习时，其实就像是在体验游戏的闯关过程，我们需得不停的试想如果把我们个体放在当时的抉择关口时，“我”会怎么选？

We are familiar with the saying: "History always repeats itself, so we have to study history in order to better understand the future." The book "1984" repeatedly made the point that "whoever controls the present will control the past; and whoever controls the past will control the future." To me, history is not just a tool of politics, nor is it only a way to understand the past, it is actually the existing experience and event patterns where we may learn from and make breakthroughs. When we form the habit of summing up the lessons learned and use our reasoning and mental power in every aspect of history learning, it is much like the experience in gaming: we need to keep thinking about what our choices would be, if we were at that critical moment of history? 

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