First, the necessity of carrying out inquiry learning in history. The State Council's "Outline of Basic Education Curriculum Reform" points out: "It is necessary to change the current situation that the curriculum implementation overemphasizes learning, rote memorization and mechanical training, advocate students' active participation, willingness to explore and hard work, and cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems, and communicate and cooperate." History is an important part of humanistic education. A long time, Chief Inspector MBT? There are many embarrassing problems in history teaching in middle schools: First, in order to cope with the exam, the teacher talks very hard, the students listen very hard and remember very hard, and the students' autonomy and innovative consciousness in learning have not been brought into play. After the history class, the students are not happy, but tired and uneasy. Second, because history textbooks are highly concentrated on historical development, most of them are dry conclusions, and there are few historical facts. The ins and outs of a historical event and the merits and demerits of a historical figure are all sketchy, which is difficult for students to understand and accept. They can only crustily skin of head to think, which has seriously dampened students' enthusiasm and thirst for knowledge in learning history. Thirdly, in the daily history study, students pay a lot, but they can get very little, and the sense of loss without hard work is heartbreaking. Based on the above reasons, we urgently need to further deepen the classroom teaching reform, and carry forward and deepen the outstanding features of the basic education curriculum reform in the State Council. The so-called inquiry learning is a learning method in which students acquire knowledge and skills, cultivate practical ability and gain emotional experience through various forms of inquiry activities from the problems in disciplines or life. Inquiry learning of history discipline means that students choose valuable research topics from history learning and social reality under the guidance of history teachers, and learn to collect, analyze and judge a large amount of information through cooperation between individuals and others on the basis of independent learning and cooperative learning, thus enhancing their thinking and creativity. It can be seen that inquiry learning has broken the traditional teaching mode and learning method, and made fundamental changes in classroom teaching: First, inquiry learning has changed the traditional view of teachers and students. Teachers are no longer the main body of classroom teaching, but the organizers and guides of teaching, serving students' learning. Students are the main body of classroom teaching, and the relationship between teachers and students is equal and cooperative. Second, research-based learning has changed the traditional view of teaching materials. Textbooks are no longer "book-based" and "outline-based", but break through the scope of textbooks and are based on social life and students' interest in learning. Students explore by choosing the questions they are interested in, which not only enhances their interest in learning, but also cultivates the spirit and courage of active exploration. Third, inquiry learning has changed the traditional way of learning. Students' learning space is no longer limited to classrooms, teachers and textbooks, but faces the society. Make full use of modern information resources, absorb knowledge and nutrition extensively, and enhance their autonomy and creativity in learning. Fourthly, inquiry learning is conducive to the formation of students' attitude, the improvement of their moral character and the cultivation of their emotions. Quality education focuses on cultivating students' modern life consciousness, attitude, decision-making, communication, creativity and adaptability, so that students can adapt to the needs of future social life and create a better life. Inquiry learning fully embodies this point. So how to guide students to carry out inquiry learning activities? According to the cognitive level and learning ability of senior high school students in our school, the author digs and integrates the contents of teaching materials and redesigns the classroom teaching form. Adopting inquiry learning in a timely, moderate and reasonable way allows students to have the time and space to study independently and freely, change passive acceptance into active inquiry learning, and gradually improve their inquiry ability in a subtle way. Let me talk about some of my practices and ideas. Second, how to guide students to carry out inquiry learning (1), change traditional teaching methods and create inquiry learning classrooms. The traditional history class is always "cramming" and "cramming", which is sold by Burberry. Teachers try their best to instill knowledge points in textbooks such as historical background, historical process, historical conclusions, etc., so as not to miss a certain point and not analyze it carefully enough. I am sorry for the students. Under the guidance of the new curriculum concept, teachers must clearly realize that this "everything" approach can only be wishful thinking, because students' interest in learning can not be mobilized, their enthusiasm for learning can not be brought into play, their mastery of historical knowledge can only be passive and inefficient, and their understanding of historical knowledge is even more rigid and lifeless. The author changed the traditional teaching methods in the process of history teaching in senior high school, which stimulated students' interest in learning and enthusiasm for inquiry. 1. Virtual historical situation, cultivate emotional experience and stimulate interest in inquiry. When teaching the ancient history of China, ethnic relations and foreign relations during the Qin and Han Dynasties, I asked the students to play the role of a British businessman, and then asked him, "How did you arrive in Chang 'an, China via the Silk Road?" "In order to buy more silk, what do you want to take to China to sell?" "Which countries and regions will pass along the way? How many kinds of land are there? " Ask the students to act as the messenger of Daqin and ask, "How many oceans and straits does it take to go from Daqin to China? ""If you want to live in China, which city do you like best? " "In China, which school should you go to for education? "By allowing students to integrate into the role, experience history, and truly play the main role of students. In the teaching of ethnic relations, foreign relations and economic history in China's ancient history, teachers can stimulate students' interest in inquiry with the help of virtual historical situations. 2. Set up a debate stage, create exploration space, improve exploration ability, evaluate Chinese and foreign historical figures, analyze historical events, and comment on historical phenomena. In the process of teaching, I encourage students to dare to break the qualitative conclusions of textbooks, analyze what they have learned and draw their own conclusions. If we evaluate Napoleon, does the Westernization Movement have many advantages or disadvantages? How to treat Li Hongzhang comprehensively and whether the Revolution of 1911 was a success or a failure? On the topic of whether the early rule of the National Government was progressive, I first arranged for students to consult relevant materials, and then took time in class to divide the students into pros and cons and start a debate. In this way, students get the opportunity to perform and the classroom atmosphere is quite active. Of course, after the student debate, the teacher must make the finishing point and make a comment summary. 3. Closely connecting with reality and combining with social life, it is a thing of the past to explore and explore the history of resources, which is unfamiliar to students in time and space, and a lot of historical knowledge is linked with social life. Therefore, close contact with social life and helping students shorten the distance between history and reality will help students understand history and learn from it. At the same time, it is also helpful for students to pay attention to social reality and tap inquiry learning resources. Speaking of the imperial examination system, let me first discuss the advantages and disadvantages of the current examination system? Let them talk about what new suggestions they have for the current examination system. This important event, which concerns the vital interests of every student, immediately attracted their attention, and the students expressed their views one after another. Although some suggestions seem naive, there are sparks of innovative thinking. After their enthusiasm was aroused, I went on to say, "There is a saying in the Encyclopedia Britannica that the earliest examination system we know is the electoral system adopted by China (here, the imperial examination system) and its periodic examinations! So today, let's take a look at how the earliest examination system was introduced. What impact has it had in history? " Someone once asked me, "Why can't China produce a great scientist like Newton?" At the suggestion of the teacher, students feel that the ancient examination system has something to do with this problem, so their enthusiasm for learning has been greatly improved. Mulberry handbag, after the lecture, I will let the students discuss this problem in groups, which can be discussed from ancient examination system, examination content, personnel training requirements and even China's historical and cultural background and diet structure, so as to broaden students' thinking and cultivate students' interest. (2) Develop inquiry topics and carry out inquiry learning activities 1. The choice of inquiry topics with research value and practical significance depends on history textbooks, and different types of inquiry topics can be selected. For example, discussion type: discussion on some issues of resisting US aggression and aiding Korea; China's foreign exchange from the Silk Road to Zheng He's voyage to the West. Controversial: the disadvantages of Westernization Movement outweigh the advantages or the advantages outweigh the disadvantages; Whether the early rule of the national government was progressive. Role-playing: China's political changes before the Revolution of 1911: A comparison of different German treatments after World War I and World War II. Type of investigation report: Comparison between China's entry into WTO in modern times and its entry into WTO in modern times: On the peaceful settlement of the Xi Incident from the attitude of all circles at home and abroad after the outbreak of the Xi Incident. Comparative analysis: the comparison between missionaries and foreign invaders in the late Ming and early Qing Dynasties, and the comparison between the trading ports opened by treaty of shimonoseki and those opened after the two Opium Wars. Physical production category: imitation Sina, seismograph, etc. And explore how they work. Simulated trial: Yuan Shikai and others were tried, and MBT passed the test with shoes. In addition, according to the teaching needs, we can arrange some inquiry topics based on textbooks to help students understand the textbooks, such as analyzing the tortuous process of China's modernization, the negative impact of closed door on China, studying the reasons for the failure of the Boxer Movement, the limitations of the peasant class, re-understanding Li Hongzhang, the changes in China society before and after the Opium War, the influence of Westernization Movement on the development of modern China society, the success or failure of the Revolution of 1911, the comparison between the Taiping Heavenly Kingdom and the Boxer Movement, and how to do it. As long as teachers think hard and actively explore teaching materials, the selection of high school history inquiry topics is endless. However, we must pay attention to two principles when selecting materials for exploring topics: (1), and the content should be the core knowledge in the subject field, which is helpful to improve students' understanding ability and creative thinking ability. (2) The difficulty of the content is suitable for students' age characteristics and ability level. 2. Change the students' learning style and cultivate the ability of inquiry learning. Only by striving to change the previous learning style of students taking beautiful notes in class, completing homework after class and memorizing before exams can inquiry learning be truly implemented. So, how can we change students' traditional learning style? I think teachers should do: (1). Teaching students to master the basic skills of inquiry learning requires students to have the following seven basic abilities: a. observation; B, looking for information from newspapers, publications or the Internet: c, designing research programs; D. discussion; E, doing experiments; F. Collecting, analyzing and interpreting the obtained data; G. expression and communication. The cultivation of the above seven qualities cannot be achieved overnight, and teachers need to help and guide students patiently and step by step. (2) Guide students to write historical papers, help students find, collect and use learning resources, and gradually master the methods of exploring historical issues. There are many important historical figures and events in the history of China. I actively encourage students to write small historical papers in the teaching process. Teachers should do the following. First, lead the way and tell students how to write papers (combining history with theory) and where to find history. For example, recommend relevant books (where can I find these books), recommend websites or websites where I can collect relevant information, study modern history and interview some people (pay attention to oral history). The second is to guide and evaluate students' papers. The process of students trying to write a thesis is a process of exploring history. They try to collect data in a way similar to that of historians, analyze problems with historical materials and make logical explanations. Students learn best when they are free to participate in exploration and innovation. (3) Cultivate students' divergent thinking, improve their creative thinking ability, and develop the study habit of actively exploring history. The so-called divergent thinking is the process of seeking answers to questions from all sides. Generally speaking, the current history textbooks pay more attention to science and logic, but not enough attention to cultivating students' divergent thinking. This requires our history teachers to make up for it in teaching, and to guide students to think at multiple levels and from multiple angles and cultivate their creative thinking by carrying out practical activities such as "historical essays", "historical debates" and "historical creation". For example, in a short historical essay, a student passed Lin Zexu's poem "If the country lives and dies, why should every cloud has a silver lining avoid it?" . First of all, the "Longitudinal Association" pointed out that the source of Lin Zexu's sacrifice to save the country came from "national integrity and ardent patriotism". Then it introduced "reverse association", denouncing a few social scum who only care about personal interests and sacrifice national interests. In addition, "horizontal association" is introduced, which suggests that today's young students should inherit the great tradition of the Chinese nation, live up to the ardent expectations of the older generation and shoulder the historical responsibility of building the motherland. This student has developed such rich associations from the story of a historical figure, which fully embodies the divergent characteristics of creative thinking. Often carrying out such activities will greatly improve the flexibility of students' thinking. (4) Organize history activity classes to cultivate students' initiative to explore. Many activity classes and "activity and exploration" thinking questions, such as story meeting and idiom contest, are arranged in the history experimental textbook of the new curriculum standard of People's Education Edition, so as to cultivate students' language expression ability. Have small production and mapping to cultivate students' practical ability; There are surveys and debates on cultivating students' practical ability and interdisciplinary ability, and there are surveys and debates on studying in real life. Their purpose is to systematically cultivate and strengthen students' inquiry learning ability through concentrated classroom teaching activities, and also to provide reference for teachers to design and organize activities. We can use the activities in textbooks, or we can organize our own historical activities around certain themes according to the requirements of curriculum standards and the contents of textbooks. Such as historical seminars, historical debates, historical knowledge contests, historical parties, etc. 3. Carry out inquiry learning activities according to the contents of the elective course "History Curriculum Standard for Ordinary High Schools" published by People's Education Publishing House. China People's Education Publishing House and China Ministry of Education published the History Curriculum Standard for Senior High Schools (Experiment), which provided six elective modules, including the review of major historical reforms, the democratic thought and practice of modern society, the war and peace in the 20th century, the comments of Chinese and foreign historical figures, the exploration of historical mysteries, and the collection of world cultural heritage. Teachers can divide the above six modules into several small topics according to the teaching process and teaching needs, and arrange students to conduct research. In the process of high school history teaching, the author often asks students to explore important historical figures in textbooks. The following interview is an example: Title: Evaluation of Napoleon's learning requirements: (1). As an inquiry course, this course is not to introduce historical knowledge, but to learn how to evaluate historical figures. (2) Students are required to evaluate from the perspective of historians. Of course, it doesn't mean that all students should be historians, or they should look up and recite historians' comments, but they should understand historians' comments and learn the methods that historians use to evaluate historical figures. (3) It is required to have a "macro" understanding of Napoleon, including the evaluation of the textbook "French Revolution" in the knowledge and activity class, including the evaluation of Napoleon's politics, economy, military affairs and diplomacy, including the analysis of Napoleon's main achievements and reasons for failure. (4) Ask students to consult other relevant materials and evaluate from their own point of view, which need not be consistent with the teaching materials, so as to cultivate students' practical ability and encourage students' innovative consciousness. (5) Ask students to master the method of evaluating "reasonable evidence". Material preparation: (1), relevant knowledge in the textbook; (2) The Biography of Napoleon in the school library (two versions); (3) Search for historical information about Napoleon through Google and Baidu on the Internet. Activity flow: (1), the whole class is divided into four groups, led by the group leader, and the research is conducted from the angle of their choice. (2) Have an activity class, in which four groups of student representatives speak and Ed Hardy swimwear explains his views. Other students can also speak freely and expound their personal views. Teachers should guide and summarize appropriately. (3) Each student writes a short historical essay about Napoleon's evaluation, and the topic is self-made. Achievement display: (1), publish a blackboard newspaper evaluating Napoleon. (2) Award-winning exhibition of historical papers in the Historical Research Park. (3) Issue a tabloid of historical figures to show the evaluation results of some students. 4. Change the way of examination evaluation and optimize the research-based learning environment. Traditional exam-oriented education takes exam results as the baton, emphasizing students' memory and mastery of historical knowledge, which is not conducive to the cultivation of students' personality and the improvement of their quality. Under the research study, examination is still an important means to test students' learning status, but the form and content of examination should be reformed. For example, the content of the exam is no longer just a textbook, but should be combined with real life and social practice, with more topics with the flavor of the times and closely related to real life, so as to avoid only examining students' memory of historical phenomena and conclusions in the textbook. In addition, in the form of examination, we should try more, such as closing books or opening books; You can play indoors or outdoors; It can be expressed in written form, or through social surveys or small papers. It is necessary to change the single standard of evaluating a student's learning based on the test scores in the past, and strive to make the evaluation methods diversified, objective and fair. Pay attention to the all-round improvement of students' quality, create a good learning environment for special students with average grades, encourage and criticize students with poor grades and no special skills, and try to find the bright spots from them. Only in this way can all students' interest in inquiry learning be aroused. History is an important subject of humanistic education and has an important mission in school moral education. Under the impetus of the new curriculum reform, history should carry out in-depth inquiry learning, strive to cultivate students' innovative consciousness and national spirit, and serve the socialist modernization.
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