Fan: Reflections on the design of history teaching in junior middle schools.
First, the teaching design is divorced from the curriculum standards and has complex goals.
In teaching design, we must first determine the teaching objectives. Teaching objectives refer to the implementation direction and expected results of teaching activities, and are the starting point and final destination of all teaching activities. The classroom teaching objectives advocated by the new curriculum have three dimensions: knowledge and skills objectives, process and method objectives, and emotional attitude and values objectives. In practice, some teachers' teaching design goals are divorced from the curriculum standards, which are huge, messy and abstract. Such a goal is difficult to achieve in the teaching process. For example, in the first volume of the Revolution of 1911, the eighth grade edition of Beijing Normal University, a teacher set the following teaching objectives:
1. Knowledge and ability
(1) Understand the main revolutionary activities of Sun Yat-sen and revolutionaries. (2) Understand the Revolution of 1911 and the founding of the Republic of China. (3) Evaluate the Revolution of 1911 and Sun Yat-sen, and cultivate students' ability to correctly evaluate historical events and historical figures.
2. Process and method
(1) Read the historical materials about Sun Yat-sen and summarize his revolutionary activities and spirit throughout his life. (2) Compare the Zhong Xing Association and the League, and talk about the program of the League. Three People's Principles? The relationship between. (3) Organize a group discussion to evaluate the Revolution of 1911 and Sun Yat-sen. ..
3. Emotions, attitudes and values
Through the study of this lesson, students can realize that the Revolution of 1911 was a great bourgeois-democratic revolution in China's modern history. Learn the revolutionary spirit of a generation of great men to revitalize China and the indomitable struggle spirit of the revolutionaries of 1911, and stimulate students' patriotic feelings and will to forge ahead. The teaching objectives designed for this course contain huge contents, which cannot be completed in 45 minutes, such as? Teaching process and method? English:? Read Sun Yat-sen's historical materials to understand Sun Yat-sen's revolutionary activities and spirit in his life. ? If students preview before class, or the teacher provides students with typical stories about Sun Yat-sen, this link will be operable. Teaching design should embody the essence of history classroom teaching and adhere to the principle of effectiveness. What should students gain in this course? How to achieve it? The goal of teaching design should be clear, definite and feasible, which is the premise to realize the high efficiency of history classroom teaching.
Second, the teaching design ignores the individual differences of students.
We know that teaching should be geared to all students and pay attention to the development of each child. However, under the class teaching system, dozens of children attend classes with teachers, and teachers really pay attention to the students as a whole, while students as individuals are often ignored. In fact, when designing teaching, teachers need to think about how to make every student participate in classroom teaching and grow up. There are dozens of students sitting in a classroom, and their knowledge base, ability accomplishment, personality characteristics and other aspects are different. As a history subject, the most obvious difference is that students have different interests and knowledge reserves in history. Nowadays, many history teaching designs fail to pay attention to the differences among students. It seems that all students are at the same level, but they are all designed based on the starting point of all students. When entering the classroom, even if it is an open class, students may have prepared before class under the guidance of teachers, but their performance in the classroom is quite different: it is common for several students to concentrate, be interested and take the initiative. Most of the problems in a class are solved through their active participation, and some students' speeches are even wonderful, which has aroused warm applause from teachers and students. But, with them? Show your talents and be independent? In sharp contrast, quite a few students are just? Audience? . They sit in their seats silently, occasionally coordinating with each other, or being silent from beginning to end. How to mobilize the enthusiasm of all students to participate in the classroom? How do teachers understand the differences in learning situations when designing teaching? How to deal with the differences in history teaching design? These are all issues worthy of our in-depth consideration. In this regard, some teachers' practices are worth promoting. For example, organizing students to collect and read historical materials related to this class before class, or providing students with relevant materials to expand reading, so that students can come to class with a certain knowledge reserve, bring some thoughtful questions into the classroom, and narrow the differences between learning and emotion, which can better promote students' extensive participation in the classroom. In addition, pay attention to students' individual differences and adhere to the principle of differences. In teaching design, the design of problems can be divided into different levels, so that students with different interests and abilities have the opportunity to participate in solving problems. We should not only embody the idea of hierarchical teaching, but also pay attention to the operability of hierarchical teaching.
Third, the teaching design emphasizes the form and ignores the content.
Since the new curriculum reform, people have begun to pay attention to classroom teaching? Fun? Then pay attention to the situation creation of classroom teaching. This direction is correct in itself. However, at present, it seems a bit overkill, usurping the role of master? Many instructional designs put too much emphasis on novelty and flexibility. In history teaching and research activities, if you design a lesson in a form that others have never used, you will get it. Like? Together, it seems that it is a class? Highlights? . Evaluate the class by this standard? Incentive? In contrast, many teachers are eager for it, and many teaching designs blindly pursue originality and even ignore the teaching content. I once heard an open class at the level of a big city, entitled "Measures of Qin Shihuang to Establish Centralization", the first volume of seventh grade history published by Beijing Normal University. The teacher designed such a link in the teaching: after Qin Shihuang established centralized measures, the lives of people of different social classes have undergone tremendous changes. The courseware presents cartoon characters representing four classes: farmers, craftsmen, soldiers and landlords. Next to each character are words expressing their feelings. The intention of this link design is to affirm the positive influence of Qin's measures to strengthen centralization, in which farmers' feelings are: with land, you will have the enthusiasm of labor and you will have a good time! ? Obviously, there was a scientific mistake here: the teacher not only moved the contents of Shang Yang's political reform here out of thin air, but also ignored the historical facts of heavy taxes and miscellaneous taxes in Qin Dynasty. Imagine: If farmers in the Qin Dynasty lived so happily, would a peasant war break out at the end of the Qin Dynasty? The important reason for the demise of Qin State is its tyranny. However, in order to make the form novel and complete, and make the class more interesting, teachers tamper with history at will, which is extremely irresponsible teaching attitude. This phenomenon is not a case and must be paid attention to. As a history teacher, we should have a scientific and rigorous learning attitude and design teaching with a responsible attitude towards students and disciplines. Teaching design should respect the true colors of history and adhere to scientific principles. We may not be able to fully present the truth of history, but we should at least try to get close to the truth. Therefore, teaching design can't be for form, and form is for content. Never use content to cater to form! No matter what form it takes, it should be based on a correct understanding or respect for historical truth. It is also the unshirkable responsibility of our history teachers to convey to students the rigorous and scientific attitude of learning history.
Fourthly, teaching presupposition is out of touch with generation.
In junior high school history teaching and research activities or teacher competition evaluation, I have listened to many teachers' classes and found that many teachers' teaching designs are out of touch with classroom teaching. Some key points in teaching design are inconsistent with those highlighted in classroom teaching, and some classroom teaching is not carried out according to the thinking of teaching design. After class discussion, the teacher said: the design before class is very good, but what about the students in class? Not cooperating? I can't finish the teaching according to the pre-designed teaching. How to solve such a problem? What is the core idea of the new curriculum? For the development of every student? . And then what? Development? It is a dynamic generation process, and all the factors and scenes in this process cannot be accurately predicted, which also produces many generation problems. Generation can be divided into two kinds, one is our preset phenomenon, and the other is our default phenomenon. Therefore, the author believes that in order to solve the problem of the disconnection between presupposition and generation, we need to pay attention to the following problems: First, in the teaching design, we should combine the curriculum standards and teaching materials, especially the learning situation, and reasonably design a class to make this class operable and conducive to the achievement of the goal. For example, can the design of classroom lead-in stimulate students' interest and desire in learning? Is the design difficulty of teaching questions moderate? Did you pave the way for students to think deeply before the problem was put forward? Wait a minute. Secondly, teaching design should have preset flexibility. ? Dynamic generation? This is the main feature of classroom teaching under the new curriculum concept. It emphasizes that classroom teaching should change the traditional fixed, gradual and mechanical teaching mode, and advocates that classroom teaching must build a generative inquiry activity process. Therefore, in teaching design, we should leave room for classroom teaching and adhere to the principle of combining objectivity with flexibility. Third, classroom teaching should follow the teaching design, and students should not attend classes at will. It is difficult to achieve the goal without the teaching design. The new curriculum reform emphasizes students' dominant position in classroom teaching, but this does not mean that teachers are useless and dragged away by students. Teachers should give full play? Dominant? Use your own knowledge and skills and the role of teaching wit to organize classroom teaching reasonably and flexibly, so that the whole classroom? Can't be distracted? , effectively achieve the teaching objectives.
Verb (abbreviation of verb) conclusion
In a word, history teaching design should fully reflect the value of history subject and create conditions for students' development according to the requirements of history curriculum standards and the needs of students' learning history. Teachers' creative teaching design is not to be unconventional, but to better achieve teaching objectives, create efficient classrooms, and promote the learning and lifelong growth of all students.
Fan Wener: Research on Historical Film and Television Materials in Junior Middle School History Teaching
First, the connotation of film and television works
Historical film and television materials usually exist in the form of documentaries. To a certain extent, shooting historical events or people in a restored way can vividly show some important revolutionary events in historical evolution. However, this kind of film and television materials are not necessarily scripted, and sometimes they are combined with various historical materials and even various unofficial history to make a certain degree of fiction. However, these historical images still play an active role in junior high school history teaching. In this regard, history teachers need to carefully select historical film and television materials and skillfully combine them with text knowledge to make these historical film and television materials highlight their important value in history teaching.
Second, the necessity of the application of film and television resources in junior high school history teaching
Reasonable introduction of historical film and television materials in junior middle school history teaching has a positive effect on promoting students' interest and enthusiasm. This intuitive visual sensory stimulation is also more helpful for students to understand and learn history, which is very suitable for history teaching.
1. Improve students' interest in learning
Traditional junior high school history teaching usually adopts blackboard writing or oral teaching, and knowledge will be relatively boring, thus affecting the teaching quality of junior high school history. With the emergence of multimedia technology, historical film and television materials are constantly enriched. These materials effectively integrate sound, images and historical knowledge, which can impact students' vision and hearing in teaching, stimulate junior high school students' interest and thus enhance their learning motivation.
2. Help students understand historical knowledge.
Although history teachers can teach junior high school history knowledge to students step by step in class, it is very difficult for students to understand it. Because there are some abstract contents in historical knowledge, these contents are often difficult for junior high school students, which hinders their study.
3. An important way to cultivate students' emotions
Under the new curriculum standard system, junior high school history teaching is also extremely important for cultivating students' emotional and cognitive abilities. If historical film and television materials are introduced into it, the cultivation of these emotions will be more specific. For example, most of the first-year history classes are about the ancient history of China. At this time, students can be shown video materials such as Four Sheep Fangzun and Four Ancient Inventions, so as to enhance students' respect for the wisdom of their ancestors and encourage the younger generation to constantly surpass their predecessors.
Third, introduce the problems that need to be avoided in the teaching of historical film and television materials
1. The principle of using film and television resources
(1) rigidity
The content of history textbooks has screened out a vast amount of historical materials, most of which are based on a coffin. However, in order to enhance the attraction of the works, the film and television materials will inevitably learn from a large number of unofficial history in the process of introducing the official history, and even make some changes in order to cause controversy. If these materials are fully accepted and applied in classroom teaching, it will bring confusion to students' learning. Therefore, it is necessary to edit and explain these historical video materials properly to guide students to master knowledge correctly.
(2) timeliness
There are many kinds of historical film and television materials, and the same historical theme has corresponding film and television clips in different periods. Therefore, teachers need to make a comprehensive analysis of historical film and television materials in different periods, so that students can understand the real content, thus effectively improving the utilization effect of historical film and television materials.
2. The explanation and visual display should be fully combined.
Historical film and television materials are intuitive and infectious, which can make students pay attention to them from beginning to end. However, this intuition is invisible to students themselves. Teachers should explain the course in combination with the contents of historical film and television materials, and only play some clips of historical film and television materials to deepen students' learning impression when explaining related major historical events, instead of playing historical film and television materials to students from beginning to end through multimedia classrooms. In addition, teachers need to summarize the students after interspersed with historical film and television materials. In particular, there may be some different profiles in the film and television materials, and teachers should also quote them widely, citing the views of historical experts in different periods, and make a comprehensive discussion.
3 to prevent the abuse of historical film and television materials.
Historical film and television materials can only be used as an auxiliary means of teaching, not as the core process of teaching. Therefore, in junior high school history classroom teaching, we must combine the current teaching content to screen the historical film and television materials, and only when we explain the content can we play the relevant historical film and television materials for examples, so as to play the teaching value of historical film and television materials. Otherwise, it will not only bring students a deeper understanding, but also make them superficial, let alone improve their creativity.
Fan Wensan: Analysis on the Utilization of History Teaching Resources in Junior Middle School
First, junior high school history teaching should play the role of network resources
Network is the fastest and fastest means of information collection in today's society. With the help of computer network, teachers can download all aspects of teaching information, whether it is historical events, historical figures or related historical background. Network has inserted wings for history teaching and provided vivid and rich information resources for history classroom. Teachers must attach importance to the role of network in teaching and collect more teaching resources with the help of network. For example, the teaching of Zhenguan rule, teachers can collect through the network? Zhenguan rule? Comparison of data before and after national economic development and social development, so that students can intuitively feel? Zhenguan rule? Great changes have taken place. For example, in the teaching design of Eight-Nation Alliance's war of aggression against China, teachers can not only collect the world situation of this era and the domestic situation in China through the Internet, but also collect some scenes from the video materials, especially? Burning Yuanmingyuan? This scene, which haunts people in China, has increased rich information capacity for history classroom teaching through the collection of online materials. This information can be written or audio-visual images. Playing the role of network in teaching can effectively assist the development of history teaching.
Second, junior high school history teaching should play the role of living resources
History is the accumulation of life, and several nodes of life constitute the long axis of historical development. Many history teaching contents are closely related to students' lives, or we can find relevant shadows in their lives. Teachers must avoid empty preaching in teaching, strive to find the focus in life and give full play to the role of living resources. For example, in "?" "? In the teaching of "Ten Years", students have not experienced this era and lack an intuitive understanding of the background and harm of "Ten Years". The generation of students' grandparents are witnesses or even victims of the "Ten Years", and many bits and pieces of the "Ten Years" can be extracted from their life experiences, so that students can improve their intuitive perception of this catastrophe. Teachers can let students know about their grandparents' experiences, look for the marks left by this catastrophe from their living conditions, social conditions and even national development, and also get a lot of vivid information about it personally. Combined with the next teaching material analysis, teachers and students will have a more comprehensive understanding and thorough analysis of this decade-long catastrophe, so as to better achieve their learning goals. The utilization of biological resources has been fully reflected in the teaching of this course. For example, in the teaching of reform and opening up, teachers can also ask students to find teaching-related resources from their lives, focusing on guiding students to review the changes of conditions five years ago, ten years ago and now from their own families, and understand the changes of life from many aspects such as family living conditions, household appliances, transportation, communication tools and daily diet structure. From such remarkable changes, we can directly feel that the economy is developing, the society is progressing, and the living conditions of families are improving rapidly, thus having a more intuitive understanding of the achievements of reform and opening up. Comparing the changes before and after from the microscopic point of view of family life and verifying the achievements of reform and opening up, such living resources have effectively improved the teaching effect. For students, living resources can deepen understanding and promote the consolidation and improvement of teaching effect.
Third, junior high school history teaching should play the role of emotional resources.
Strengthening students' ideological education and emotional infiltration is an important function of junior middle school history teaching at present. Teachers should be good at digging emotional resources from history textbooks, combining with students' ideological growth, promoting the main theme and advocating positive energy, so as to better reflect the realization of historical emotional education goals. For example, in Nine Unforgettable Days? In the teaching of "18", teachers can choose some powerful video images and data materials, so that students can intuitively understand the disasters brought to the people of China by the war of aggression against China and have a deeper understanding of the heinous crimes committed by Japanese imperialism. After such a demonstration, the students are full of enthusiasm. Teachers can also link this lesson with the current political issues such as the East China Sea dispute between China and Japan and the Diaoyu Islands dispute, so as to further stimulate students' patriotic passion to contribute to safeguarding the territorial sovereignty and integrity of the motherland and guide them to understand that the strength of the Chinese nation is the result of the unswerving and outstanding dedication of the vast number of Chinese sons and daughters. In the future, the responsibility of building the motherland and a strong nation should fall on young people, so that patriotism becomes the main theme in their hearts, and a strong sense of responsibility can make students get serious. For example, in the teaching of the Great Wall of Steel, teachers can find wonderful scenes to show the remarkable improvement of the combat effectiveness of the modern People's Liberation Army, such as new weapons and equipment, the training of PLA soldiers and other audio-visual materials, and enhance students' pride in strengthening their motherland and the army.
Fourth, junior high school history teaching should play the role of activity resources.
History teaching should attach importance to classroom and extracurricular activities, strengthen the interaction between teachers and students, and give play to the promoting role of activities. The author carried out a series of extracurricular activities in combination with teaching materials, which reflected the function of this resource. For example, in the teaching of Cross-Strait Communication, the author organized students to collect materials independently after class, studied the great achievements of cross-strait economic and cultural exchanges in the past decade, and made a special study on the development of Taiwan-funded enterprises in this area, verifying the feelings of compatriots on both sides of the strait separated by a strip of water with vivid cases, detailed data and real content, verifying the deepening of cross-strait economic, cultural and political exchanges and the irreversible development trend of the great cause of reunification of the motherland, and effectively enhancing students.
Verb (abbreviation of verb) abstract
To sum up, junior high school history teaching needs rich resources as the foundation and support, and teachers must attach great importance to it, explore in depth and explore ways to provide strong support for the effective development of history teaching.