So, how to cultivate students' humanistic quality in middle school history classroom teaching? The author believes that we can start from the following aspects:
First, break through the shackles of traditional ideas and infiltrate the cultivation of humanistic spirit into classroom teaching objectives. Traditional history classroom teaching takes knowledge, ability and emotion as three teaching objectives, of which knowledge and ability are the main objectives. Although classroom teaching also involves emotional goals, it is often empty and unrealistic. However, if we strengthen the cultivation of students' humanistic quality, attach importance to the development of students' non-intellectual factors, cultivate students' innovative consciousness and creativity, cultivate students' noble aesthetic taste and attach importance to students' psychological development, it will often be ignored by our teachers and students. Although with the development of quality education, the above situation has quietly changed, but looking at the current classroom teaching, such a change is actually just a hypothetical thinking mode change that treats the symptoms rather than the root cause. Many humanistic spirit factors in the history discipline have not been discovered and excavated. As teachers and concrete implementers of curriculum reform, we have the responsibility and obligation to do something we should do to improve students' humanistic quality. The first task is to fully emphasize the important position of "emotion, attitude and values" in history classroom teaching, attach importance to the "educating people" function of history discipline, break through the mindset, change the educational concept, and take "strengthening students' humanistic quality and cultivating students' humanistic quality" as an important goal when preparing lessons.
Second, teachers should delve into the content of the textbook and fully tap the humanistic connotation of the textbook itself. History itself has a strong humanistic connotation, which is incomparable to other disciplines. If it can be better explored and truly understood by students, it will be of great benefit to cultivate students' humanistic quality. China's 5,000-year-old ancient civilization is full of the brilliance of humanistic spirit. The Chinese nation is famous for its long history and splendid civilization. There are countless examples of its excellent traditional moral education and character and sentiment teaching in middle school history textbooks. As far as China history textbooks are concerned, all the lines are full of praise for the industriousness, courage and enterprising spirit of the ancient working people, eulogizing the deeds of daring to fight against evil forces, and eulogizing countless people with lofty ideals who stood up to save the country and the people and resist the aggression of Chu in modern history. Cultivating students from understanding history to observing reality and predicting the future is a real attempt to cultivate students' humanistic quality, which not only has a correct understanding of the present era, but also has confidence in the future of history. People often say that thinking about the past is often for the present. Sima Qian wrote "Historical Records" in order to "study heaven and man and connect ancient and modern times". Sima Guang's Zi Zhi Tong Jian takes "the rise and fall of the country into consideration and concerns people's livelihood". Good can become law, and evil can become a woodcutter. " All these provide us with a good reference and a good teaching material.
Third, in classroom teaching, we should highlight students' dominant position as much as possible, encourage students to actively participate and express their opinions and opinions. It is necessary to cultivate students' innovative consciousness and ability, because "innovation" is an important connotation of humanistic spirit and the main purpose of history classroom teaching. As teachers, we should provide opportunities and ways to cultivate students' innovative consciousness. Encourage students to take the initiative to explore, encourage students to "speak freely" and encourage students to "contend". For example, the evaluation of historical figures can encourage students to observe and analyze from different angles, so that students can evaluate historical figures from a certain angle from their own topics of interest. This is conducive to the free development of students' personality and the cultivation of students' creativity. For example, from a politician's point of view, Li Yu, the queen of the Southern Tang Dynasty, is a dissolute king. But from a writer's point of view, he is a brilliant poet. Different times have different evaluation criteria for characters. For example, Yue Fei, we think he is a national hero today, but at that time, he was accused by some people of being eager for quick success and instant benefit. Observing from different angles, different conclusions will eventually be formed, which all reflect students' individual freedom and are conducive to the implementation of innovative education and the cultivation of students' humanistic quality. Of course, the observation angles of the same thing and the same historical phenomenon can also be different, but the evaluation criteria reflected by these different angles are the same, that is, "historical facts." It should be pointed out that when cultivating students' humanistic quality and educating students on emotional values, they should be consciously, actively and selectively "willing to follow", so that students can understand history in "experience" and produce humanistic care in "experience", thus improving humanistic quality and internalizing it into humanistic spirit.
Fourth, respect students' dominant position, create a good environment and give full play to students' potential. In recent years, the phrase "respecting students' dominant position" has appeared frequently, especially in the implementation of quality education, which has almost become a well-known topic. However, how to truly "respect students' dominant position", how to truly face all students, pay equal attention to and respect each student, and give them opportunities to actively participate in teaching activities and show their personal abilities seems to be rare. On the one hand, as the implementer of middle school history teaching-middle school history teacher, influenced by Kailov's pedagogy for a long time, it is difficult to fundamentally change his educational concept at once. Therefore, teachers' understanding of humanistic spirit itself is also confusing. On the other hand, as the main body of learning-students, due to the long-term influence of living environment, parents, family education and unpredictable external factors, their understanding of education is only passive "acceptance". However, some drawbacks and constraints in the education system also make students have to "study for learning" and "take exams for exams", and the enthusiasm and creativity of students' active learning are artificially suppressed. So as far as the current situation is concerned, cultivating students' humanistic quality is actually based on cultivating students' various good qualities. Today, when quality education is advocated, it is particularly important to cultivate students' various good qualities. Quality education is a comprehensive education with many factors, and it cannot be solved overnight. However, we can at least think that cultivating students' learning ability is a basic quality in itself. Undeniably, the so-called quality education at present, in the final analysis, is only a mere formality, and has not fundamentally changed the concept. It should be admitted that there are many contradictions between quality education and the present exam-oriented education, the most crucial of which is that quality education is "uncountable" and "software-based". There is no uniform standard, and there is no uniform scale to explain that as long as it reaches what level, it can be said that the quality is high or low. The result of quality education cannot be measured by "quantitative" method. This is not to say that we can give up quality education because the result of quality education is uncertain. On the contrary, we should pay more attention to quality education, because people's inner world has a process of constantly demanding self-improvement. From this perspective, history teaching can play a special role in promoting quality education. In this regard, can we try to achieve our teaching goal by "three steps"? The so-called "three-step method" is essentially: inspiring students to understand textbooks; Guide students to master the law; Encourage students to apply knowledge. If we are more careful, we can also cultivate students' various abilities from a simpler level. For example, the second step "the law of the development of human society" is generally "a period, a dynasty, economic development, political must be relatively clear, ideological and cultural development" and so on. As a teacher, it is not difficult for students to gradually understand and master this law as long as they point out the characteristics of "this law is independent of human will" and teach students the reasons, conditions and inevitability of its formation through analysis and comparison. And some laws can only be accepted by students after they have accumulated certain historical facts. For example, feudal monarchs cannot be generalized simply. They are divided into "wise" and "fatuous". The founding monarch, because he learned the lesson from the demise of the previous dynasty, because of the shock of the peasant uprising, and because of the fantasy of "long live" and "eternal life", made great efforts to govern and adopted a relatively loose policy, which made social production develop forward in a certain period and to a certain extent. But later rulers, due to depravity and cruelty, deepened social contradictions, and the "little people" in power were extravagant and ruined, which greatly destroyed social production. From this, it can be concluded that the feudal dynasty "prospered first and then declined". "Zhongxing" is just the playboy of some feudal emperors. Of course, some laws should guide students to sum up from complicated historical materials. And so on. As a teacher, the "primary purpose" is to serve students, teach them some basic "methods" and cultivate their basic "quality". If our teachers can't even cultivate students' basic quality, how can we talk about cultivating students' good humanistic quality?
Fifth, examine and cultivate students' humanistic quality from an aesthetic point of view. Cultivating students' aesthetic ability and making them become new aesthetic people is also an important aspect of cultivating students' humanistic quality. "Everyone loves beauty." Aesthetic education is an education with image as the guide and emotion as the intermediary. Emotion is the basic feature of aesthetic education. Without the participation of emotion, the aesthetic function of history education cannot be brought into play, and students' aesthetic ability cannot be cultivated. Aesthetic education in history teaching can cultivate students' temperament, cultivate students' noble and perfect sentiment, combine education with aesthetic pleasure, and achieve good teaching results. In the teaching content of middle school history textbooks, there are all-powerful historical figures, epic historical scenes, bloody historical events, colorful handicrafts, handicrafts, literature, painting, architectural art and so on. They are all materials for aesthetic education and cultivating students' aesthetic ability. Emotional teaching method in history teaching not only embodies the meaning of beauty, but also arouses aesthetic interest in students' hearts, which is more conducive to the cultivation of students' aesthetic ability. Practice has proved that emotion plays a great dynamic role in people's understanding and practice. Aren't there many heroes in history who are willing to make great self-sacrifice because of their love for the cause of human progress? Emphasizing the role of emotion is not only for the needs of teaching itself, but also for cultivating students' noble sentiments. When they have this kind of emotion, they will consciously resist falsehood, ugliness and evil, and will inevitably pursue truth, goodness and beauty with passion and devote themselves to a beautiful cause. Of course, the application of emotional teaching in history teaching is mostly manifested as a subtle process of "moistening things silently". Who can say that this subtle process of "moistening things silently" is not a process of cultivating students' humanistic quality?
In a word, the cultivation of humanistic quality is the core of current educational reform and its guiding ideology. However, in the specific history teaching process, many teachers still regard humanistic spirit and humanistic quality as "liberal education", which not only fails to grasp the spiritual essence of teaching content, ideas, curriculum standards, teaching materials and teaching methods, but also fails to give full play to students' subjectivity. This shows that the understanding of humanistic quality and the embodiment of humanistic quality in specific teaching are the key to the whole education reform. We still have a lot of work to do to cultivate students' humanistic quality.