A summary of the experience of the new curriculum reform in senior high school history in 2022 (1) The wave of the new curriculum reform spread all over China like a spring breeze, injecting a brand-new vitality into the educational reform. Through study and practice, I know that the new curriculum has made great innovations and breakthroughs in curriculum function, structure, content, implementation, evaluation and management. The following are some experiences from my own teaching practice.
First, students are more willing to take history classes.
The new history textbook, from the outside, is illustrated and colorful, and is deeply loved by students. In terms of content, it reduces the difficulty, dilutes the knowledge system, and increases the content close to students' life and society, providing a broader space for students to operate independently and explore practice. In the process of teaching, I deeply realized this. In the lesson of "Three Kingdoms", the teacher gave the students enough time to tell the stories in the Three Kingdoms, which stimulated their positive emotions and ended the lesson with laughter. There is also a history inquiry activity class, which is a world where students can have activities. Different people have different opinions, and they all show their best works to everyone. Don't mention how happy you are when you are encouraged by your teacher. Often after class, students still ask questions around the teacher, which is still unfinished. They really become the masters of learning, from passive acceptance of learning to active inquiry learning.
Second, the requirements for history teachers are higher.
Third, the level of teaching and research activities is higher.
In the process of history curriculum reform, facing the new curriculum standards and new textbooks, many problems have also appeared in teaching practice. How to design every lesson plan and every lesson? How to deal with the teaching materials? What kind of inquiry questions can be designed to stimulate students' positive emotions and benefit their lifelong development? Why is your classroom effect not ideal and can't achieve the expected purpose? There are also verification and reflection on the correctness of teaching materials. All these urgently need everyone to communicate, so teaching and research work is particularly important and the level of teaching and research activities is also higher.
Experience of New History Curriculum Reform in Senior High School in 2022 (II) History education is a compulsory course in basic education. Realizing the transformation from "exam-oriented education" to quality education is the most profound ideological change in China's education field since the founding of New China, and it is also an important task in the field of history education.
Due to the intensive training before the implementation of the new curriculum teaching, we have a deeper understanding of the purpose, significance and basic ideas of the curriculum reform. Although there are only a few days of curriculum reform training, my teaching ideas have been greatly touched. Junior high school history education is the basic course of national quality education, but it is not to train historians. However, in the previous teaching, we overemphasized the learning of knowledge points, the deepening of learning and the systematization of history, but ignored the learning process. Students forget all about history after they finish junior high school, which is equivalent to studying for three years in vain. In the process of learning, there are few things that can benefit students for life. Therefore, the new curriculum requires changing students' learning methods, cultivating students' lifelong learning ability and habits, advocating students to dare to question, dare to compete first, and actively compete to stimulate students' interest in learning history.
First of all, the new history curriculum reform makes teaching open.
To turn history teaching into an open system, it is important to take curriculum standards as the core, give full play to the initiative of teachers and students more freely, and start teaching for learning knowledge and improving ability. Better carry out research-based learning, leave the development space for students, and teachers should not replace them. The role of teachers is only to guide and organize teaching and give play to students' subjective initiative. Classroom teaching focuses on three-dimensional history teaching objectives, namely "knowledge and ability, process and method, emotional attitude and values". History classroom has become a classroom that pays attention to students' actual experience. During most of the classroom teaching, students should take part in the activities of learning history. For example, in the lesson "Great Changes", the teacher will not spend too much time lecturing on the main points of knowledge in the book. Classroom teaching can fully mobilize students' enthusiasm and let students actively participate and experience. By participating in classroom teaching activities, students not only gain knowledge, but also have personal experience and feelings about history.
Second, the diversity of teaching methods under the new history curriculum reform
The new teaching method should not require anything with a model, but only arrange teaching independently and freely according to the needs of knowledge, seek a variety of teaching methods and ways, and break the traditional practice of "giving lectures mainly and giving and receiving in one direction" in teaching activities. Dialogue, discussion, role-playing and so on are all teaching methods I often adopt in my teaching, and the application of these methods gets twice the result with half the effort. For example, role-playing activities: it is to select historical events of great significance in the teaching materials, so that students can stand on the standpoint of historical figures, think about problems, analyze problems and express their views and opinions in combination with the historical situation at that time. For example, it's better to be a damn fool than to be conquered people. Let the students play the soldiers of the X Army and inspire their patriotic enthusiasm. Role-playing activities can deepen students' understanding of historical knowledge and cultivate their historical consciousness.
Third, the new history curriculum reform has changed students' learning methods.
One of the changes in students' learning style is that students should learn to "cooperate" in their studies. "Cooperation" is also an important way to change the way students study history. Curriculum reform advocates students to establish active inquiry learning, and in the process of inquiry learning, we should give full play to the team spirit of cooperation. Turn the teaching process into a cooperative, interactive, democratic and open process. For example, when teaching "The Red Army is Not Afraid of Expedition", I divided the students into groups such as the Little Red Army and geography experts in advance, set different learning and inquiry goals, and guided them to collect data separately. Then each group completes relevant speeches according to their own learning and inquiry goals. Let students acquire knowledge and cultivate their abilities through independent discussion.
Fourth, give full play to students' own specialties and abilities, and encourage the expression of historical issues in various forms.
In the past, the history class was always written throughout, with at most one historical map. Students who are not good at words will only be more silent here. The evaluation of students' learning is also limited to large volumes. Students' personalities are imprisoned and their unique expertise is useless. On the contrary, they don't like history class and do other homework in history class because they are boring.
This curriculum reform requires teachers to explore new teaching approaches, improve teaching methods, give full play to students' own abilities and specialties, and lay a good foundation for them to actively adapt to the future society. As a result, there are many phenomena that others think are "doing nothing" in history class.
For example, some students are painting houses, which are Banpo settlement village and Hemudu people's houses reconstructed by students according to the words in the book. In class, students use their imagination to design a chronology of historical events, some in tabular form, some in chronological order, some in picture form, and summarize that history without saying a word. Students are telling historical plays, telling stories, writing small papers, drawing pictures and so on in their own good ways, which are the channels for them to show their specialties. History class pays more attention to the overall evaluation of the learning process and results, which is a way to explore and solve problems.
The wave of new curriculum reform, like a spring breeze, has spread all over China, injecting brand-new vitality into education reform. Through study and practice, I know that the new curriculum is more innovative and breakthrough than the original curriculum in terms of curriculum function, curriculum structure, curriculum content, curriculum implementation, curriculum evaluation and curriculum management.
The experience of high school history new curriculum reform in 2022 is ordinary (3) Curriculum reform is the need of the development of the times, the need of cultivating modern innovative talents, and the need of the country's future development and improving the quality of its people. In the past few years, I have some superficial experiences in continuous exploration and practice:
First of all, we should update our educational concept.
"History Curriculum Standard" points out: "In the process of mastering historical knowledge, there are not only the ability training, but also the understanding and application of historical methods, as well as the experience and cultivation of attitudes, emotions and values. Mastering historical knowledge is not the only and ultimate goal of history course learning, but the basis and carrier for comprehensively improving humanistic quality. " In the specific teaching practice, as a history teacher, we should carry out the spirit of the new curriculum standard and realize that the purpose of history education is not only to master the basic knowledge of objective facts, but more importantly, to let students really understand and master the objective laws of the historical development of human society and form correct historical thinking, so as to make students embark on the right path in emotion, attitude and values. Only when teachers consciously renew their educational concepts and keep up with the requirements of the times can they achieve innovation and development in curriculum reform.
Second, we must constantly improve the professional level.
The new curriculum reform requires teachers to change teaching methods and set up teaching thinking with students as the main body and exploring together. Teachers should carefully excavate teaching materials, fully prepare each class, carefully design each inquiry question, stimulate students' interest in learning, and make history class full of passion and vitality. Sometimes it needs the stimulation of language; Sometimes diversified teaching methods are needed; Sometimes teachers have great knowledge reserves, and in short, they have higher requirements for teachers. In the practice of curriculum reform, I have never had a sense of crisis and urgency, and I feel that I have too much to learn. Sometimes for the design of an exploratory problem, I rack my brains and sweat like rain, but I always feel unsatisfactory. I always feel that my knowledge is too poor, and I urgently need to learn and enrich myself.
Third, we should strengthen the practicality of group cooperation.
With the deepening of curriculum reform, group cooperative learning has been adopted more and more by me, which can improve learning efficiency and enhance the spirit of cooperation. But sometimes in group activities, students with poor discipline fish in troubled waters to gossip and make small moves. What students say, seemingly positive words, are mostly useless, which is undoubtedly not conducive to the formation of good discipline and the achievement of high-quality and efficient learning objectives. In order to avoid this problem in the future, we should carefully choose the content of group cooperation and strengthen the guidance and discipline control of cooperative learning.
Fourth, we should give full play to students' own specialties and abilities.
In the previous history class, words were always used, and students' personality was imprisoned. Their unique expertise is useless. On the contrary, they hate history class and do other things in history class because it is boring. This curriculum reform just requires teachers to explore new teaching approaches, improve teaching methods, give full play to students' own abilities and specialties, and lay a good foundation for them to actively adapt to the future society. Therefore, there are many phenomena in history class that would not appear before: some students are drawing houses, which are Banpo residential villages and Hemudu people's houses described by students according to the words in the book; Some students are singing, which is the students' deep interpretation of the songs of the seven sons in the class when they return from learning X; Some students perform short plays, and students experience the war of words between Shang Yang and ministers, and so on. The students are telling history in the way they are good at. Singing, performing short plays, telling stories, solve riddles on the lanterns, painting, etc. They are all channels for them to show their specialties. History class pays more attention to the overall evaluation of the learning process and results, which is a way to explore and solve problems.
In short, over the years, I have made great progress and my history class has become more interesting. I will continue to study, summarize and reflect, and constantly improve the teaching level.
Experience of the new history curriculum reform in senior high school in 2022 (4) At the forefront of the ideological and political curriculum reform, in the attempt and practice of history teaching, I really feel that we and teachers are undergoing subtle changes involuntarily: the role changes from professor to coach; Spatial transformation from lecture hall to school; The change of teaching method from indoctrination to inquiry; The transformation of teacher-student relationship from acceptance to cooperation. This change is subtle and even more gratifying.
(A) teachers should be organizers, guides and promoters in the classroom.
It is not easy to do these roles well. Teachers have to do a lot of work before and during class.
1, recite lessons and students carefully.
Teachers should carefully explore the teaching materials, carefully design every inquiry question and every link, and strive to stimulate students' interest in learning, so that the history class is full of passion and vitality. In order to understand students, we should make a predictable response to new problems in their learning process.
2. Pay attention to students and their learning process.
In teaching, teachers really take students as the center, think about what students are doing and what they need, and flexibly arrange every teaching link according to their learning situation, instead of mechanically implementing the curriculum design before class. At the same time, we also pay special attention to all students, pay attention to the learning differences between students, and let as many students as possible participate in meaningful learning activities by constantly adjusting the teaching process. Capture and enlarge the highlights of students' learning process.
3. Fully develop curriculum resources to stimulate students' interest in learning and strong thirst for knowledge.
Interest is the best teacher. A strong interest can fully arouse students' enthusiasm and initiative in learning, inspire their intellectual potential and make them feel relaxed and happy in learning. History teachers should fully develop curriculum resources, highlight the interest and vividness of historical knowledge, turn abstraction into image, turn boredom into interest, make the classroom always attractive to students, and let students feel the happiness of classroom life. Specifically, teachers start from the following aspects:
① Design fascinating prologue to stimulate students' interest in learning.
② Use novel and diverse teaching methods and colorful students' participation activities to stimulate students' interest in learning.
③ Creating problem situations to stimulate students' curiosity and enthusiasm for thinking.
④ Pay attention to the combination of disciplines, especially the separation of literature and history, and correctly use poems, proverbs, allusions and idioms in teaching.
⑤ Try to explore and bring into play the interest teaching factors contained in the textbooks, so as to stimulate students' interest in new knowledge and make them have the desire and motivation to learn.
(B) The new curriculum reform has put forward higher requirements for teachers.
The new curriculum reform requires teachers to change their teaching methods and establish a student-centered and constantly exploring learning theory. Then, it is not enough to walk into the classroom with a book and a mouth. Teachers should not only let students think with their own brains, but also let students see with their eyes, listen with their ears, speak with their mouths, operate with their hands, that is, use their own physical experience and feelings with their own hearts, and guide students to turn knowledge into ability through independent exploration activities such as finding problems, experimental operation, investigation, information collection and processing, expression and system. All these put forward higher requirements for teachers.
Experience of New History Curriculum Reform in Senior High School in 2022 (V) 1. Renew ideas and raise awareness.
School education should become a "living education", an education that really cultivates people and really promotes their development. Therefore, in the face of new curriculum reform, new teaching materials, updating ideas and raising awareness are urgent tasks. If we still blindly believe that studying history is for exams, it will violate the requirements of the new curriculum reform. Nowadays, the teaching requirements of new history textbooks are not only at the level of exams, but also to cultivate students' ability to explore problems independently, to cultivate students' ability to contact history and analyze the cause and effect of certain events in the fields of politics, economy and culture in today's society, and to strive to improve students' quality, rather than to cultivate "nerds" who can only take exams.
Second, update the way of preparing lessons.
According to the requirements of the new curriculum reform and the characteristics of new history textbooks, we make full use of some available materials to prepare lessons. These materials are not only textbooks, reference materials and counseling materials in the traditional sense, but also make use of network resources, because the information on the network is very rich. At the same time, teachers can also prepare some students' activities in preparing lessons, and in some classes, they can mobilize students to carry out autonomous learning and inquiry learning activities. Senior one history lesson preparation group adopts the following methods to prepare lessons:
(1) Before class, investigate what students want to learn in this class and what they are particularly interested in.
(2) Use the Internet to find some materials related to the teaching content that students are interested in.
(3) Changing the previous manual lesson preparation into electronic lesson preparation not only improves the efficiency of lesson preparation, but also improves the quality of lesson preparation.
(4) Strengthen collective lesson preparation and optimize individual lesson preparation. All members of the lesson preparation team get together regularly or irregularly to discuss the content to be taught collectively, such as:
How to set teaching objectives, according to the situation of students at different levels, to set teaching objectives at different levels; What is the focus of this lesson and how to break through it; What are the difficulties and how to eliminate them; How to lead in this lesson has a good effect and can arouse students' interest in this lesson from the beginning; How to teach the teaching content can get better results; How to write the test after class and what kind of questions to write; In this class, what kind of activity plan should be made for students, and so on. Through collective lesson preparation, the teaching framework of this class is obtained, and then teachers prepare lessons for the second time on the basis of collective lesson preparation according to the specific situation of individuals and class students. In this way, preparing lessons not only fully realizes the teaching objectives, but also improves the efficiency of classroom teaching, thus embodying the word "live" required by the new curriculum standard.
Third, update classroom teaching methods.
The new curriculum reform and new textbooks attach great importance to classroom teaching methods, and clearly put forward that teachers should change their roles. Teachers are no longer mere disseminators of knowledge, but should become more guides of students' learning, collaborators and explorers who discuss problems with students. Students' learning should also fully embody the concepts of autonomous learning, inquiry learning and cooperative learning. These advanced teaching concepts and methods can't exist in cramming class. Therefore, today's teachers should learn more about modern educational theory and technology, update classroom teaching methods, and strive to improve classroom teaching efficiency. Using modern educational technology to teach and creating activity situations in classroom teaching are two better methods we use to improve classroom teaching efficiency at present.
① Use modern educational technology for classroom teaching.
Teachers simulate the historical scene at that time by making multimedia courseware, integrating images and sounds. In this way, students can have an immersive feeling, and then learn, feel and analyze history from the feeling, so as to remember history. This is the great role of modern educational technology in history classroom teaching, which makes the classroom more vivid and easy to understand, can attract students' attention, stimulate students' interest in learning history, arouse students' enthusiasm in learning history, and greatly improve the efficiency of history classroom teaching.
② In the process of classroom teaching, create activity situations.
Common classroom activities, such as group discussion, group debate, group data collection contest, classroom performance and other classroom activities. Sometimes, you can combine several forms of activities, which is more effective. For example, an activity was designed when teaching the first volume of senior high school history (compulsory) and the special topic 1 lesson 2, "Politics in Qin and Han Dynasties moved towards' Great Unity'". A mock performance of the debate on whether to adopt the county system or the enfeoffment system. Through activities, students not only learned knowledge, but also cultivated their own abilities of collecting information, analyzing and judging, and expressing orally, strengthened the cultivation of students' teamwork spirit, stimulated students' interest in learning history, changed their boring view of history class, and effectively improved the quality of classroom teaching.
Fourthly, update the teaching evaluation mechanism.
In order to meet the requirements of the new curriculum reform, under the current situation, we are updating the teaching evaluation mechanism to objectively, fairly and comprehensively evaluate teachers' teaching and students' learning. We pay more attention to the evaluation of process; In terms of evaluation criteria, it is not only limited to students' academic performance, but also pays attention to students' personality differences; In the evaluation method, we pay attention to both quantitative evaluation and qualitative evaluation. Through comprehensive and in-depth evaluation, teachers' teaching enthusiasm can be improved, students' learning enthusiasm can be stimulated, and the teaching of new textbooks can be carried out smoothly.
Experience of New History Curriculum Reform in Senior High School in 2022 (VI) Since the implementation of the new curriculum, our teaching philosophy has changed greatly. The writing style and novel and unique historical view of the new textbook in the form of special topics give us a refreshing feeling. However, in the actual classroom teaching, we have a lot of confusion. We often feel that the content of a class is difficult to finish on time, and the class is often busy with progress, so we can't finish the teaching tasks required by the new curriculum standard well. Students also complain that there are too many classroom teaching contents, the teaching speed is too fast, and the knowledge span is too big to remember and understand. There are many reasons for this situation, including the new curriculum itself, students' learning methods and teachers' teaching concepts, but the most critical issue is the strategic positioning of classroom teaching, that is, the effectiveness of classroom teaching. This semester, we constantly reflect on the following two aspects in the process of collective lesson preparation, and continue to practice in teaching.
First, the effectiveness of classroom teaching objectives
After the implementation of the new curriculum reform, what kind of teaching objectives and tasks should be achieved in the history classroom teaching of senior one? We believe that the key lies in the goal orientation of history classroom teaching in senior one. In the syllabus of the new curriculum, there are many teaching contents, including the key knowledge we identified before, and now they are labeled as "understanding", "knowing", "feeling" and "reading after class" respectively. In some chapters, the hierarchical teaching objectives of "requiring all students to master" and "mastering by most students and those who have little spare capacity in mathematics" are also put forward. Therefore, the goal of classroom teaching should not be too high, and the specific goal of classroom teaching should be determined according to the specific requirements of the new curriculum standard and the actual knowledge level and actual teaching time of senior one students. For example, when studying the compulsory course "World Multipolarization Trend", the main points of this course are: "Briefly describe the formation of the European Community, the revitalization of Japan as a world economic power and China, and the rise of the Non-Aligned Movement, and understand that the world multipolarization trend is developing in twists and turns." Secondly, it pays attention to the goal requirements of "narration" and "understanding" at two different levels of ability, and then makes it clear that "narration" is the rise of four political forces, and "understanding" is the characteristic of "multipolarization trend", which is both "development" and "twists and turns". Finally, according to the contents of the upper and lower two curriculum standards, the time period of this section is determined to be from the mid-1950 s to the mid-1980 s, so as to expand the teaching content of this section. In dealing with the rise of the four major political forces, there are primary and secondary points. The European Community, xx and China are the focus of this class, while the Non-Aligned Movement is relatively unimportant. Let's briefly talk about it. Some students can learn independently according to the teaching materials and the knowledge they have learned. The reasons for the rise of the European Community and Japan can be accomplished through cooperative learning and joint discussion. This goal orientation adapts to students' cognitive level, which can effectively promote students' independent exploration in class and improve classroom learning efficiency. In fact, senior one students are unwilling and impossible to spend a lot of time and energy to explore because of the limitations of learning level, learning time and learning purpose. Therefore, we must comprehensively and correctly grasp the goal orientation of history classroom teaching in senior one and implement effective classroom teaching goals, which is the basic premise to improve classroom teaching efficiency.
Second, the effectiveness of teaching content
1, effectively choose the teaching scope.
In our opinion, the classroom requirements for senior one students are to know the whole picture of historical knowledge, to understand major historical events by leaps and bounds, not to expand the knowledge too widely and not to dig the knowledge too deeply. Under the premise of not violating the basic requirements of the new curriculum, according to the curriculum schedule and students' actual situation, simplify the teaching content, strengthen the basic knowledge, highlight the key content, make it easy for students to accept and improve the actual effect of classroom learning. In China's ancient political system, the feudal system and patriarchal clan system are both important and difficult. I think we just need to guide students to understand their general situation in class, master their main characteristics and influences, and let students concentrate their limited time and energy on implementation. However, their specific contents, causes and development process can be ignored or even ignored. Otherwise, even if the teacher makes a detailed analysis, it will be difficult for students to achieve lasting memory, which will not only have no practical effect, but will make students dilute their grasp of key content. Therefore, when dealing with the content of classroom teaching and determining the teaching scope, we should make targeted choices according to the actual situation of history teaching in senior one, so as to make classroom teaching more effective.
2. Effectively determine the difficulty of teaching.
The new textbook has great leap, new ideas and strong theory, which brings many difficulties to the classroom study of senior one students. Students often complain that they can't remember, understand and use, and their learning effect is poor. This shows that the content of our classroom teaching is too difficult, which exceeds the students' understanding ability and cognitive level. Therefore, reduce the difficulty in classroom teaching and simplify the key knowledge as much as possible. There is no need to dig deep and carefully into some abstruse contents, so that students can understand the general situation and understand the main meaning. For example, the first required topic focuses on the ancient political system in China. According to the requirements of the new curriculum standard, I only ask students to remember the important political systems of several dynasties. For example, the centralization initiated by Qin and Han dynasties only requires students to master the main functions and historical influences of the emperor system, the central official system and the county system, but does not require students to understand the specific functions and relationships of various positions of the three officials and nine ministers and the parallel system of counties and countries in the early Western Han Dynasty. The system of three provinces and six departments in the Tang Dynasty only allows students to master its operating mechanism and its influence, and its causes, specific division of labor of the six departments and their mutual relations are no longer mentioned. This can not only greatly reduce the difficulty of classroom teaching and facilitate students to understand and master it, but also save classroom teaching time, improve the teaching efficiency of a class and make classroom teaching more effective.
In short, in the teaching of new textbooks, our teachers' teaching ideas need to be constantly updated. While strengthening their own teaching theory study and professional quality, they also strengthen collective lesson preparation, so as to achieve the goal of comprehensively improving teaching quality.