Yan: Hello everyone! Welcome to the special project of distance training of junior high school history under the national training plan. The experts present today are Mr. Guo from An Middle School in Shaanxi Province and Mr. Xu Cicheng from Shaanxi Institute of Educational Science. I'm Yan Jing, a history researcher at Xi 'an Institute of Education. The theme we are going to discuss is "the development and utilization of history curriculum resources". Let's discuss 1 topic: the main types and characteristics of history curriculum resources.
Xu: Curriculum resources are a bright spot in the new round of basic education curriculum reform in China. The newly revised History Curriculum Standard for Full-time Compulsory Education further puts forward "suggestions on the development and utilization of curriculum resources", pointing out that actively developing and making full use of history curriculum resources is the basic condition for the smooth progress of history teaching. Teachers should strengthen the consciousness of history curriculum resources and develop and effectively use various curriculum resources according to local conditions. This is a problem that needs our serious discussion.
Yan: In teaching, organizing teaching resources and optimizing teaching content are the keys to achieving teaching objectives. In the usual teaching, teachers often feel two puzzles. First of all, due to the lack of teaching resources, they have to follow the book. Second, the teaching resources are too rich and difficult to choose, which leads to bloated classrooms and vague teaching themes. This is a prominent problem in teaching practice.
Guo: Curriculum resources refer to the sources of various elements that constitute a curriculum and the necessary and direct implementation conditions. Whether the curriculum can be implemented smoothly depends largely on the level of development and utilization of curriculum resources. The most important value of curriculum resources is to help teachers and students understand the contents of textbooks, thus promoting teachers' teaching and students' learning. As far as history is concerned, history textbooks, historical relics, historical sites, historical film and television materials, cultural landscapes and natural landscapes with rich historical content, etc. All belong to the history curriculum resources. The problem is that for a long time, people have not paid enough attention to curriculum resources, resulting in a relatively simple structure of curriculum resources, and many curriculum resources have not been developed and utilized and entered the curriculum.
X: 1. History textbooks are the core of history curriculum resources.
Curriculum standards point out that history textbooks are the main basis of history teaching and the core part of history education resources. Advocating the development and utilization of curriculum resources does not mean that textbooks can be shelved; On the contrary, textbooks themselves are the most important curriculum resources. However, the development and construction of history textbooks need to reflect the requirements of the times. Only by making innovations and breakthroughs in genre and content can textbooks play the role of core curriculum resources.
Guo: 2. Library is an important part of curriculum resources.
Curriculum standards clearly point out that school libraries are an important part of curriculum resources. Schools should consciously adjust the collection structure of their own libraries or reference rooms, and rationally allocate humanities books according to their actual financial resources, such as popular history books, middle school students' historical publications, historical relics atlas, historical maps, historical charts, historical novels, history of science and technology, literature and history, archaeology, tourism, etc., so as to enrich students' social and humanistic knowledge and deepen their understanding of the course content.
"History Curriculum Standard" emphasizes that history teaching should pay attention to the multi-level and multi-directional connection of historical knowledge, and cultivate students' habit of collecting information extensively, constructing arguments and thinking independently through "teaching activities" designed by each learning theme. This requires the school to consciously adjust the collection structure of the school library or reference room and rationally allocate books in related fields, including popularizing history books, middle school students' historical publications, art history, science and technology history, cultural history, cultural relics archaeology, etc., so as to enrich students' historical knowledge and deepen their understanding of the course content. On the other hand, it is far from enough to rely solely on the school library, and history teaching must also make full use of the literature resources of social public libraries. British history education pays more attention to students' autonomous learning and searching for information. For example, a history teacher in a British school gave students a material in a history class and asked them to complete an illustrated paper (homework) on medieval castles. But the materials distributed to students are only a long bibliography. As for where to borrow these books, the teacher doesn't care. Because the teacher didn't say anything about the castle, all the information had to be found by the students themselves. In order to get the latest and most comprehensive information, students can only borrow it from the library. Public libraries in cities all over Britain are open to primary and secondary school students of different ages. Students can not only read books but also borrow books there. Students know that to write a good historical paper, we should not only understand the object itself, but also understand the historical era in which the object is located and its related problems. Therefore, they should not only understand the form, construction process and function of the castle, but also understand a little medieval history. They borrowed all the books in this field. They searched one book at a time and extracted useful information from them. Some particularly serious students also went deep into the remaining castles near Oxford and handed in thick investigation reports. As a result, students learned to use social resources, including library resources, which not only enabled them to acquire a lot of historical knowledge, but also gradually cultivated various abilities, such as the ability to think and study problems independently, the ability to write papers and so on. All these can provide reference for the history education in China.
Yan: In order to make better use of the library's rich literature resources and improve the efficiency of literature retrieval, history teachers should also introduce some basic knowledge of literature retrieval to students, including how to use secondary literature (such as catalogues, indexes, abstracts, etc. ) and tertiary documents (such as yearbooks, abstracts, etc. ) and so on.
X: 3. Make full use of local and community curriculum resources.
Curriculum standards require the development and utilization of off-campus history curriculum resources in many aspects. First, use historical sites, sites, museums, memorial halls, exhibition halls, archives, patriotic education bases, etc. Organize students to visit and enhance the intuitive historical feeling. Second, make full use of local teaching materials and community curriculum resources. Local textbooks and community curriculum resources are of great benefit to students' history learning and understanding. We should also discover and make use of the rich human resources in the community anytime and anywhere, such as historical witnesses, historical experts and scholars, historical education experts and experienced elders. They can provide students with historical materials and historical insights from different levels and angles. Family is also a resource for historical research. Genealogy, photos, pictures, objects of different times, and memories and records of the past by elders will all contribute to students' history study to varying degrees.
Yan: In recent years, history teachers in many places in China have also begun to pay attention to mobilizing students to collect cultural relics from their hometown and native land, and have visited local sites and relics, and have gained many successful experiences: according to a document, history teachers in a certain place in Beijing have collected more than 50 historical and revolutionary cultural relics. Among them are Neolithic stone axes, pottery fragments and currency; Anti-Japanese model village award flag; Grandma gave the vegetable basket to the wounded of the Eighth Route Army in the base area. Teachers organize students to visit the famous old revolutionary base areas and the poor rural areas known as "tenant villages" before liberation. On the heatable adobe sleeping platform, I drank the camellia of my hometown and listened to the story. On the steep hillside, learn to sing anti-Japanese minor with the "March 8" old party member; On the endless plains, the smoke of "tunnel warfare" is tracked ... Rich local resources enrich the content of history courses, which not only greatly improves students' enthusiasm for learning history, but also provides students with materials for learning and understanding history at different levels and from different angles. I also believe that family is a resource of historical research, and modern scholar Liang Qichao attaches great importance to genealogy and its historical value. In fact, genealogy and genealogy can be used as materials for historical research and teaching, and old photos, objects and memories of elders in different times can be beneficial to historical learning to varying degrees.
X: 4. Internet provides a richer and faster resource pool for history teaching.
With the development of modern information technology, various multimedia courseware related to history teaching and history course in distance education is gradually introduced into history classroom. In particular, the history education websites, historical data bases, libraries and museums provided by the Internet provide students with rich and fast history curriculum resources. Curriculum standards emphasize that the development of information technology and network technology provides a more convenient, fast and rich source of information for history learning. Conditional places and schools should make full use of all kinds of computer-aided teaching software, multimedia history courseware, history courses in distance education, history education websites, history databases and websites of libraries and archives, etc. related to history learning provided by the Internet, so as to obtain rich history learning resources.
Strict: The curriculum standard emphasizes the rational use of historical image data. In recent years, the number of audiovisual works on historical themes has greatly increased, and it has become a very important and easily available history curriculum resource. Documentaries can generally vividly reproduce a certain period of history, portray some historical figures and describe some major historical events, which is helpful for students to understand and understand history, and should be used as a film and television resource. For film and television literary works with historical themes, we should choose those works that are close to historical reality and closely related to the course content, and teachers should pay attention to giving necessary guidance when using them. China is an ancient civilization with a long history. There are a considerable number of historical sites, ruins, museums, memorial halls, planning halls, archives, patriotic education bases and cultural and natural landscapes with rich historical content throughout the country. These resources should also be used according to local conditions.
Guo: History curriculum resources also include human resources such as teachers' resources and students' resources. Only by constantly improving their historical literacy and educational literacy can history teachers play the most important role in history teaching activities. At the same time, teachers should attach importance to the development and utilization of students' resources, actively use students' existing social experience, knowledge experience and cognitive basis, mobilize students to actively participate in history teaching activities, and complete the history teaching task with the joint efforts of teachers and students.