The new high school curriculum has been implemented for more than two years. How to understand the new curriculum standards in practice and make good use of new textbooks has always been the central topic of teachers' thinking. At present, teachers generally reflect that the teaching materials are rich in content and information, and the class hours are tense; After the college entrance examination scheme was introduced, many teachers adopted the strategy of "seeking stability" when dealing with teaching content, expanding and deepening knowledge, which led to the contradiction between teaching ability and class hours being further highlighted. There are four compulsory courses and six elective modules in senior high school ideological and political courses, and this contradiction is more acute.
The emergence of problems is always associated with the methods to solve them. Solving problems requires courage and innovation. Teaching is art, and the essence of art lies in innovation. Classroom teaching is the main battlefield for implementing the new curriculum. To steadily push forward the new curriculum, we must focus on improving the quality and efficiency of classroom teaching. From the inside of the school, to alleviate the above contradictions, the main way out is to optimize the teaching design, improve the current situation of classroom teaching, and solve it from two aspects: teaching content and teaching methods. Let's talk about the choice of strategies and methods in the classroom teaching of high school ideological and political courses around these two aspects.
First, attach importance to teaching material research and teaching design, and accurately grasp the teaching content and teaching requirements of teaching materials, especially compulsory modules.
The steady progress of curriculum reform should not only embody the concept of new curriculum, but also stabilize the teaching quality. Therefore, the contradiction between teaching ability and class hours first depends on our grasp and handling of textbook knowledge. This requires attaching importance to teaching design and grasping the key and difficult points of teaching content.
In the existing curriculum system, the simplest teaching design is the design of one lesson at a time, and excellent teachers always have to reorganize the content and design it in a large unit and relatively complete way to realize the vertical and horizontal connection of the content. The module content of the new curriculum is not a linear single clue, but a three-dimensional network synthesis. Therefore, under the background of modular curriculum, it is not only undesirable, but also fundamentally impossible to carry out teaching design one lesson at a time. Therefore, before the teaching of a module begins, teachers must master the overall content of the module and seriously consider the horizontal or vertical relationship between the module and other modules. Therefore, the overall teaching design of the module is an important guarantee for the smooth teaching. (Excerpted from "Basic Education Curriculum", No.5, 2004, Guo Hua's "How to implement teaching under the background of new curriculum and attach importance to overall teaching design is helpful to strategically grasp teaching materials, effectively integrate teaching resources and flexibly allocate teaching time. Based on this, the author advocates:
1. Attach importance to the design of learning objectives. There is a gap between the curriculum standards and teaching materials of ideological and political courses, that is, the contradiction between the flexibility, principle and selectivity of curriculum standards and the concreteness, operability and certainty of classroom teaching. Therefore, the curriculum standard "content objectives, tips and suggestions" should be refined into concrete and operable classroom teaching objectives in teaching design to guide teachers' classroom teaching, students' learning and academic performance evaluation. For example:
Observing the cultural life of different regions, different people and different classes, observing the cultural needs of the broad masses of the people, understanding that culture is a unique phenomenon in human society, and explaining the significance of cultural, economic and political integration in modern society. Know that culture is a unique spiritual phenomenon of human society; The meaning of memory culture; A preliminary understanding of political, economic and cultural relations; Understand the importance of culture in international competition. Understand the connotation and extension of culture; Analyze the dialectical relationship between culture, economy and politics with examples; Understand the relationship between culture and comprehensive national strength. Can discover the cultural value of social life; Extract the spiritual core of culture from various cultural phenomena and improve the ability of abstract thinking. Through a series of observations, examples, comparisons and discussions, we can cultivate and improve students' ability to integrate theory with practice, distinguish categories and dialectical thinking. Learn to appreciate multiculturalism and initially experience the value of cultural diversity; Observe the cultural needs of the broad masses of the people; Recognize the great significance of culture to the development of the country and society, and enhance cultural consciousness.
The above goals are divided into two levels: foundation and improvement, which not only embodies the basic requirements for all students, but also embodies the concept of allowing students to choose and develop independently.
2. Pay attention to the reorganization of teaching materials. Textbook is a model of teaching, and it is also a tool and carrier to implement the new curriculum standards. Compared with the old textbooks, the new textbooks reflect, dilute or deal with the key knowledge that we used to think. If we strive for progress steadily and teach new textbooks according to the old knowledge system, we will not be able to complete the teaching task. Selectivity is an important feature of the new curriculum. We think it is necessary to determine the focus and main knowledge of textbooks according to the new standards, instead of grasping the knowledge system of old textbooks to "add bricks and tiles" to new textbooks. This new standard is the requirement of the new curriculum standard, the feature that the new teaching materials dilute the subject knowledge system, and the curriculum orientation that knowledge serves the ideological and political education. Teachers should make full use of their own teaching experience and wisdom, pay attention to the objectives and requirements of curriculum standards, design teaching in large units, delete, supplement and extend the ideological and political experimental teaching materials in senior high schools, and rationally reorganize the teaching content to make it more conducive to students' learning; Pay attention to using the new achievements of contemporary social progress, economic development and scientific and technological development to enrich the content of teaching materials, update teaching cases and teaching materials, reflect the times, closely link and effectively integrate important theoretical teaching contents such as concepts, principles and viewpoints with the students' daily life and existing experience, and help students construct knowledge modules with their own experience.
For example, in the course "Magic Currency", the content goal of the curriculum standard is "to analyze the role of money in commodity exchange and its basic functions; Explain the use of commonly used credit instruments and understand the significance of money in modern economic life. " The tips and suggestions of the curriculum standard are: "analyze the difficulties that will occur without money in commodity exchange and explain the role of money;" Taking the settlement of gold and silver, paper money and books as examples, this paper summarizes the basic functions of money; Demonstrate the use of checks, credit cards and foreign exchange; Discuss "Is money everything?" "As can be seen from the expression of curriculum standards, this course starts with the phenomenon of economic life that students are familiar with, reveals the essence of monetary phenomenon, clarifies the role of money in economic life, and correctly treats the role of money, which requires both knowledge and ability. Finally, it is required to implement the ideological education goal of establishing a correct view of money. Therefore, the clues of teaching materials are clear, and the key and difficult knowledge, the choice of teaching resources and the design of inquiry activities should all focus on "the essence and function of money". As for the meaning of commodity, the two factors of commodity, the derivative function of currency, the composition and function of foreign exchange, the change of RMB value and its influence, etc. , are not important, and should not be promoted to all students as the basic requirements of * * *, otherwise the two classes will not be finished. As for this knowledge, if students are interested, it can be used as a requirement for improvement and can be reflected in elective textbooks.
3. Pay attention to "problem-oriented, experience-centered" situation design. This is an important embodiment of the curriculum concept of "from life logic to theoretical logic, guiding students to build a life-based subject knowledge system" and also an important embodiment of inquiry learning methods. Situational design should be close to students, reality and society, and truly reflect the logic from life to knowledge. Don't simply copy the materials in the book, and don't just use life examples to prove the conclusions in the book. For example, when talking about "changeable prices", we chose the economic phenomenon of oil price fluctuation instead of mechanically copying the design of inquiry activities in textbooks. The fluctuation of oil price affects the nerves of China's economy. Choosing this phenomenon as a situation, which is close to life and familiar to students, runs through the whole teaching process with a situation, which not only reflects the rigor of the inherent logic of knowledge, but also helps to cultivate students' thinking ability of analyzing problems at multiple levels and angles, greatly saving teaching time and improving classroom teaching efficiency.
4. Pay attention to the integration and development of curriculum resources. We should pay attention to the reasonable integration of teaching materials and other curriculum resources and make full use of various curriculum resources to support students' learning activities. Such as network information, pictures, recordings, videos, film and television works, visits, surveys, interviews, current affairs policies, party and mass activities, class activities, school characteristics, etc. Make good use of the rich humanistic and social resources in the frontier of China's reform and opening up and the developed market economy areas outside Guangzhou, especially the information based on the network, well-informed students and their parents, community contact points, museums, memorial halls, cultural centers, natural and humanistic landscapes, educational bases and so on. If these resources around us are combined with the resources of the school to play a complementary role, it is bound to greatly expand the learning resources of students' ideological and political courses in high school.
Second, optimize teaching strategies and methods, and strive to find the micro-realization form of the new curriculum concept in specific classroom teaching.
Under the background of the new curriculum, the main contradiction in classroom teaching is still the contradiction between teaching and learning. If paying attention to the research and teaching design of teaching materials focuses on solving the problem of "what to teach and what to learn", optimizing teaching strategies and methods is mainly to solve the problem of "how to teach and how to learn". Judging from the new curriculum itself and teachers' classroom teaching practice, teachers generally put forward two puzzles:
One is to emphasize "from life logic to knowledge logic" and "build a curriculum module based on life and supported by subject knowledge", which requires correctly handling the contradiction between life world (perceptual) and subject knowledge (intellectual). Traditional teaching emphasizes the integrity of subject knowledge system and the rigor of deductive logic, and attaches importance to the study and mastery of basic knowledge and skills. Under the background that there will still be no major fundamental changes in the college entrance examination, the one-sided pursuit of basic knowledge and skills of "life and knowledge" is obviously "old wine in new bottles", which does not conform to the new curriculum concept.
One is whether too many inquiry activities will affect the teaching of basic knowledge under the requirement of "interactive, open and cooperative inquiry learning mode" We have also seen many wonderful classroom performances of teacher-student activities in teaching observation, but in the end we found that it may be a "fatal lack" of learning and mastering knowledge.
Pursuing formal student inquiry activities in isolation is obviously a misinterpretation of the new curriculum and must be solved.
The essence of these two puzzles is how to improve the quality and efficiency of classroom teaching in the process of steadily promoting the new curriculum. Solving these contradictions and puzzles requires wisdom and innovation in practice.
The author thinks that attaching importance to double-base teaching and emphasizing "interactive, open and cooperative learning style" are not contradictory in essence, but consistent, and the difference lies in the different ways. Efficient double-base teaching is bound to seek a breakthrough in methods and methods, and inquiry learning with content is bound to return to solid basic knowledge and skills.
The three-dimensional goal advocated by the ideological and political course under the background of the new curriculum does not weaken the learning of knowledge and the cultivation of ability. On the contrary, it reflects the essence and purpose of learning activities more comprehensively and accurately than the single knowledge imparting and skill cultivation in the college entrance examination. We can outline the relationship between them from the following figure:
The process of students' learning is not only the self-construction of knowledge in inquiry activities, but also the process of students mastering methods and improving their abilities. The formation of emotion, attitude and values is a sublimation on the basis of knowledge construction and ability improvement. Therefore, three-dimensional goals are unified in students' inquiry learning activities and are three dimensions of the same process.
To realize the organic harmony and unity of three-dimensional goals in the learning process, we must deal with several pairs of contradictions:
1. The contradiction between teaching design and classroom teaching.
Teaching design is only a means to achieve teaching objectives. In addition to designing key and difficult teaching, it is important to analyze students, design "problems and activity situations", guide and organize students' learning and stimulate students' thinking. When designing, we should integrate the content, don't set too many scenes, it is best to have a theme, and explore its intellectual meaning from multiple levels and angles; Questions should be enlightening and resonate with teachers and students. This is effective learning. "
2. Explore the contradiction between learning and accepting learning. The characteristics of political science determine that some knowledge has to be told by the teacher himself. The knowledge points of ideological education with theoretical depth should be taught by teachers, and the key knowledge is not suitable for students to explore and construct themselves. We can carefully prepare and design an open class so that students can have wonderful and vivid performances. The student feels and enjoys this process, but his mastery of knowledge may still be immature, rough and rough, although the student is deeply impressed. Teachers should deepen, guide and summarize the key points, but the time for classroom teaching is limited, because we are facing normal teaching. For example, "the basic economic system in the primary stage of socialism" is suitable for systematic and logical analysis and explanation under the guidance of teachers; And "extensive and profound China culture" is more suitable for students to experience and feel in self-inquiry.
3. Explore the contradiction between the form and content of activities. Liveliness is not necessarily a good class. As far as political lessons are concerned, teachers are not necessarily without students. The participation of students should be "deep participation", and the participation of all students should not be for many students to attend classes. It is essential to organize students to participate in inquiry activities appropriately, and it is essential for teachers to summarize them. For example, our teacher designed an attractive situation in class, or threw a high-quality question, which aroused students' thinking and thinking. This is also participation and inquiry, and it is a deep and high-quality participation. It is not appropriate to "go through the motions" in activities, deliberately pursue the number of activities and the number of participants, and engage in activities for the sake of activities and talk about "excitement".
4. The contradiction between "imparting" knowledge and "generating" knowledge. We should pay attention to the generation of knowledge (the process of knowledge occurrence), and emphasize that the teaching of "process and method" knowledge is not simply to tell students the conclusion, but to construct the subject knowledge system through the interaction between teachers and students and students. For this reason, the new curriculum places special emphasis on "showing viewpoints in case analysis, identifying viewpoints in value conflicts, confirming viewpoints in comparative identification, and refining viewpoints in inquiry activities".
For example, in order to reveal the generation and essence of money, we have designed the following learning links:
[Activities and Inquiries]
/kloc-in the 0/9th century, a scene appeared in a market in Africa: a milk seller shouted, "Buy milk with salt!" " The salt seller shouted, "Point the finger at the salt buyer!" " ! "And the coffee seller shouted," Buy cheap coffee and bring red pearls! " "
[Thinking and Conclusion]
(1) As shown above, people who own red pearls need coffee, but others can make deals with them. And those who have red pearls need milk instead of coffee, so these people (may or may not) make a deal.
(2) If only the owner of milk and the owner of salt exchange with each other occasionally. In your opinion, what conditions must be met at least to make the business successful?
Condition one
Condition 2:
Condition 3:
Condition 3:
Hehe, it's really not easy!
(3) If there is a recognized commodity "shellfish" accepted by everyone (see "magic shellfish" below), it will be much more convenient to buy and sell.
First, replace milk, red pearls and other commodities with equivalent ones, and then use the corresponding ones to exchange the salt, coffee and other commodities you need.
Here, this well-known commodity plays two special roles: one is to show other commodities, and the other is to act as an exchange between commodity owners. We call it commodity.
(4) Historically, livestock, cloth, jade and other items have played the same role as bakers. But later, with the development of production technology, precious metals such as gold and silver were gradually separated from general commodities by their characteristics and acted as universal equivalents, that is, money. Marx once said that money is natural (yes or no) gold and silver.
(5) Obviously, cloth, baker and gold and silver play the same role in essence, but this role was later fixed on gold and silver, so gold and silver are natural (with or without) currencies.
(6) From the above analysis, we can see that money is also a commodity, and its essence is that this process enables students to "feel and experience the process of knowledge generation", which is mainly realized in students' self-exploration, and "free knowledge" is transformed into students' "knowledge for me". This kind of classroom is not only full of fun of pursuing truth, but also full of vitality of life.
5. The contradiction between "conclusion presupposition" and "value neutrality" or "judgment neutrality". Advocating independent inquiry does not mean freedom of value in knowledge or freedom of judgment. The long-standing rationalist tradition (science-technology-centered theory) makes people undoubtedly believe in the existence of universal, certain, objective or "absolute knowledge". In fact, not only the knowledge of humanities and social sciences, but also the knowledge of natural sciences and engineering sciences are permeated with value, embodying value and pursuing value. Constructivism learning theory emphasized for many years not only attaches importance to "knowledge construction" but also attaches importance to "value guidance". The moral education of ideological and political courses determines that the value orientation of teachers is of great significance in research-based learning. Because of this, the new curriculum standard proposes to "adhere to the unity of Marxist basic viewpoint education and grasping the characteristics of the times" and "combine the guidance of ideological and political direction with the characteristics of paying attention to students' growth".
For middle school teaching, a lot of knowledge in our teaching design and implementation may be "conclusion presupposition". For example, in Politics and Life, Culture and Life, some chapters have a strong mainstream ideological color. At this time, teachers' value guidance and doubt clarification have played an important role. This is also the mission of ideological and political teachers.
The teaching practice of the new curriculum proves that as long as we dare to face up to problems, base ourselves on normal teaching, pay attention to teaching reflection, and adhere to practical innovation and the mass line, we will certainly push the implementation of the new curriculum deeper and solidly.
Wish: Happy holidays ~ ~! ! !