History teaching is an interactive process of communication and common development between teachers and students. The improvement of teachers' teaching methods is the premise of improving students' learning methods. The improvement of teaching methods is the means, and the improvement of learning methods is the purpose. To this end, teachers should conscientiously do the following in teaching:
First, update the teaching concept and promote the change of teachers' teaching methods.
Monash Willi, a Soviet educator, once said, "If we want to carry out teaching reform seriously, we must start with the psychological reform of teachers themselves. If teachers' inner world remains unchanged, that is to say, they will use any new textbooks to adapt to old ideas. " Therefore, whether it is to promote the change of teachers' teaching methods or to realize the fundamental change of students' learning methods, the first thing is to change teachers' traditional teaching concepts.
1. Change the role of teachers and move towards a new view of teachers. The traditional concept is: "A teacher is a teacher, preaching and teaching to solve doubts." However, in the face of the new curriculum standards, teachers are no longer just imparting and confusing knowledge, but promoting and guiding knowledge and organizing, cooperating and participating in students' learning. Therefore, in classroom teaching, teachers should adopt various teaching forms, teaching methods and teaching means according to the actual situation, make rational use of modern educational technology, help and guide students to collect and use various information resources, participate in, organize and manage students' autonomous learning activities, be good partners of students' learning, establish a friendly and harmonious relationship between teachers and students, and further enhance the motivation of history education and teaching.
2. Create a democratic atmosphere of teacher-student cooperation and move towards a new teaching concept. According to the requirements of the new curriculum standards, teachers should creatively design teaching activities close to students' reality, attract and organize students to actively participate, and let students learn through investigation, thinking, discussion, exchange and cooperation to complete their learning tasks. This is a teaching mode that can face all students and help them to carry out practical activities in an all-round way-cooperative learning, which includes teacher-student cooperation and student-student cooperation. "Cooperative learning" adopts the teaching organization form of combining classroom teaching with group activities.
3. Establish a student-oriented concept and move towards a new view of students. Sprenger, a German educator, once asserted: "If education only instills ready-made knowledge into students, then the cultivated people are savvy but soulless; Knowledge, but no spirit; There is activity, but no moral desire. This requires our teachers to change the traditional view of students, and should not regard students as passive recipients and "containers" of knowledge, but as active seekers of knowledge. In specific teaching, teachers should fully understand the needs of the development of modern society, find out the commonness and characteristics of students, use appropriate teaching models, teaching methods and teaching means, teach students in accordance with their aptitude, respect and trust students, and build an equal, harmonious and cooperative relationship between teachers and students, so as to cultivate a new generation of students with distinctive characteristics of the times.
Second, pay attention to cultivating students' innovative ability and realize the transformation of history learning methods.
The change of educational ideas and teaching methods will eventually be implemented in the change of students' learning methods, which is determined by the nature of education. The change of learning style will inevitably lead to the change of thinking mode. If the way of thinking changes, we can cultivate new talents with innovative ability. In the new curriculum reform, we should guide and promote students to change the traditional learning methods into scientific and new learning methods, that is, autonomous learning, cooperative learning and inquiry learning. Teachers should use a variety of teaching methods to activate students' creative thinking as much as possible and stimulate students' strong interest in learning. So that they can actively participate in history study, devote themselves to history study, reasonably arrange learning procedures, adopt flexible and colorful forms and methods suitable for their own personality, develop good study habits and gradually form scientific learning methods. To this end, I often give students opportunities to communicate and express in teaching, such as classroom discussion, debate, historical drama and other activities.
Third, reflection.
1. The ultimate implementer of the curriculum reform is the teacher, and it is up to the teacher to know and improve in the teaching practice. Essentially changing these traditional teaching behaviors and methods is the key link of curriculum reform. However, the phenomenon of "wearing new shoes and taking the old road" can be seen everywhere in education and teaching. For example, some teachers always feel that the "system" of the new textbook is not complete enough and the knowledge content is too little. Therefore, in the teaching process, they often unconsciously supplement a lot of knowledge in old textbooks, thinking that they can make up more and dig more, which can reflect the level of teachers and have confidence in front of students. As everyone knows, this violates the spirit of education reform and increases the burden on students. These phenomena are a wrong direction for front-line teachers and students, which seriously hinders the process of new curriculum reform.
2. The main battlefield of history teaching reform is the classroom. The embodiment of new curriculum ideas, the implementation of new curriculum standards and the application of new textbooks are all demonstrated through classroom teaching practice. Since the implementation of the new curriculum for one year, the majority of history teachers have organized teaching around new ideas and new curriculum standards, and both the teaching methods of teachers and the learning methods of students have undergone gratifying changes. Formally speaking, there are often laughter and climax in the 45-minute class. It seems that our history class has entered the best state of the new curriculum standard. However, after careful examination and reflection, I found that some teachers' understanding of the new curriculum is one-sided and superficial, which is characterized by emphasizing phenomenon over essence and form over substance, resulting in false prosperity in the classroom. Therefore, every link of classroom teaching should be based on the needs of teaching and students, and situations should not be created for the sake of creating situations. Pursuing superficial form will be far away from the requirements of the new curriculum, and ultimately it will be impossible to achieve substantive changes in teaching methods.
Of course, the fundamental changes in teachers' teaching concepts, teaching methods and students' learning methods cannot be achieved overnight. This is a long-term and arduous task, which needs teachers' long-term continuous exploration and practice before it can be finally completed.
(Author: Shanghai Kaiyuan School)
Editor in charge: Wang Wen