Keywords: Key points of history teaching design
China Library Classification Number: G633 Document Identification Number: A Document Number:1002-7661(2011)10071-02.
Book of rites? "The Doctrine of the Mean" says: "Everything is established in advance, and it is abolished if it is not foreseen." Sun Tzu's art of war The article "Planning and Attacking" also said: "Treating the unsuspecting with fear will win." It can be seen that to do anything well, we must make careful and scientific planning and preparation in advance.
History teachers must plan and prepare in advance to complete the classroom teaching task, which is the classroom teaching design. What is instructional design? Teaching design is based on system theory, communication theory and learning theory. Applying systematic ideas and methods to analyze the teaching needs and implementation process, and exploring the relationship between various elements in the teaching process and the reasonable combination of various teaching methods and teaching media according to the teaching objectives, so as to optimize the teaching effect.
The objective basis of history classroom teaching design is the Outline of Basic Education Curriculum Reform (Trial) (hereinafter referred to as the Outline), and the specific operational basis is the history curriculum standard. History curriculum standards, that is, full-time compulsory education history curriculum standards (experimental draft) (hereinafter referred to as "junior high school curriculum standards") and ordinary high school history curriculum standards (experimental draft) (hereinafter referred to as "high school curriculum standards"). The specific objectives in the outline emphasize: changing the tendency of curriculum to pay too much attention to knowledge transmission, and emphasizing the formation of a proactive learning attitude, so that the process of acquiring basic knowledge and basic skills becomes the process of learning to learn and forming correct values at the same time. In the history curriculum standard, this specific goal of the outline is decomposed into "knowledge and ability, process and method, emotional attitude and values" and "three-dimensional" overall goals. This shows that the function of history course has changed, that is, while paying attention to students' mastery of historical knowledge that adapts to the development of the times and their own development, they should also pay attention to students' process and methods of learning history, so as to subtly cultivate students' values, outlook on life and world outlook, guide students to form correct value choices and promote students' growth.
To sum up, the author thinks that history teaching must break through several key points of classroom teaching design in order to realize the transformation of educational function and realize the educational goal stipulated in the Outline.
The key point is that history teachers should design classroom teaching from the perspective of researchers.
The new curriculum reform requires teachers to change from "experience" to "research" and from "teacher" to "researcher". This change is a leap from quantitative change to qualitative change. How to realize this change, the most important way is to design teaching from the perspective of "researcher" in daily teaching work, test teaching design from teaching practice, improve teaching design in post-teaching reflection, and finally write a summary of teaching experience.
First of all, we should study the teaching objectives of history and consider whether the determination of teaching objectives meets the requirements of the overall objectives of the curriculum; Secondly, it studies how to achieve the teaching goal, what theory is the guide, how to carry out teaching, how to assist teaching and how to evaluate teaching; Finally, it studies what kind of form and attitude to reflect on teaching, so as to improve teaching design. Then study how to sum up the teaching experience, how to use the relevant teaching theory of history education to guide themselves to upgrade the teaching experience to teaching theory, and establish the corresponding history teaching design model for promotion.
The second point is to establish the teaching focus from three dimensions according to the curriculum standards.
Both junior high school curriculum standards and senior high school curriculum standards stipulate students' overall goals from three dimensions: "knowledge and ability, process and method, emotional attitude and values". In the design of history teaching, the establishment of teaching emphasis should also consider the above three dimensions. Of course, the specific establishment of several dimensions should be analyzed according to the specific teaching content. For example, the content standard stipulated in junior high school curriculum standard is: understanding the historical facts of the formation of the Three Kingdoms. Most teachers will focus on the formation of the tripartite confrontation between Battle of Red Cliffs and the Three Kingdoms. One teacher boldly innovated and determined the key point as follows: through understanding the historical facts formed by the tripartite confrontation of the three countries, students can initially master the method of expressing historical problems with historical diagrams. Practice has proved that establishing key points in this way not only changes the learning methods and guides them, but also cultivates students' spirit of inquiry and greatly enhances the benefits and functions of history education.
In high school history teaching, the establishment of teaching emphasis should also pay attention to the connection with junior high school history related content. When establishing the three-dimensional focus, we should pay attention to flexibility and promotion to improve the history learning level of senior high school students. For example, regarding the Revolution of 1911, the content standards of junior high school curriculum standards are: understanding Sun Yat-sen's main revolutionary activities, understanding Wuchang Uprising and exploring the historical significance of the Revolution of 1911. The content standard of high school curriculum standard is: briefly describe the main process of revolution, and understand the historical significance of overthrowing monarchy and establishing the Republic of China. Compared with the two, they are reflected in three dimensions, but for high school students, the meaning construction is insufficient. On the basis of junior high school study, guide students to focus on the position of the Revolution of 1911 in China's modern history and even the modern world democratic revolution, so as to further construct and enhance the significance of studying the history of the Revolution of 1911.
The third key point is to analyze the internal logical structure of textbook knowledge, and realize knowledge reconstruction through adding, deleting and selecting the tune of teaching content.
In teaching design, we should first consider teaching material analysis, study and analyze the requirements of curriculum standards, analyze the position and role of historical knowledge in the textbook system of junior high school or senior high school, in a book, in a unit and in a chapter, and establish the coordinates of historical knowledge in the historical knowledge system. Secondly, analyze the internal logical relationship of knowledge points in teaching classroom content, and consider whether the knowledge points provided by teaching materials can serve the teaching objectives. If the existing content can not effectively serve the teaching objectives, teachers should add, delete, choose and merge knowledge and reconstruct the teaching knowledge system. According to the concept of curriculum reform, teaching materials are only "examples", which give teachers the basis and space to develop their intelligence and establish a new knowledge system. For example, regarding the three aspects of China's modernization, from implements, systems to ideas, due to the limitation of theme modules, high school history only talks about the Revolution of 1911, and other issues are studied in Compulsory 2 and Compulsory 3 respectively. Therefore, in order to build a knowledge system about the start of China's modernization, we must consider appropriate knowledge fusion and integration. Another example is the Westernization Movement, which requires two lectures on its practical activities and three lectures on its ideological connotation. From the general logical relationship of historical facts, thought should be the forerunner of practice, and teachers should also transfer and integrate knowledge in teaching design.
Theoretically speaking, the reconstruction of knowledge should also pay attention to the learning situation, and carry out teaching design according to students' knowledge reserve, learning resources, thinking ability and thinking habits. Then, according to the analysis of teaching material analysis and academic situation, the corresponding teaching methods and methods are selected.
The fourth key point is to realize the transformation of teaching methods, learning methods and evaluation methods through teacher-student interaction.
Teaching and learning are contradictory unity, and the new curriculum reform emphasizes the interaction between teachers and students in teaching activities. This kind of interaction can be not only the alternation of formal actions, but also the fusion of knowledge, the collision of ideas and concepts, and the leap of ability and quality.
It is pointed out in the outline: "Change the current situation that the curriculum implementation places too much emphasis on learning, rote memorization and mechanical training, advocate students' active participation, willingness to explore and diligent hands-on, and cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems, communicate and cooperate." Under this requirement, in the practice of curriculum reform, learning methods characterized by autonomy, cooperation and inquiry are becoming more and more popular. These three learning methods can be used alone or in combination in history classroom teaching. Students with autonomous learning can put forward learning problems or goals, self-monitor their cognitive activities and make corresponding adjustments during the learning process, and design autonomous learning according to the procedural content of historical events, the problems that may be overcome through their own efforts, and the review content of targeted goals. Cooperative learning is mutual, complementary and interactive. It takes heterogeneous groups as the learning organization form and promotes the formation and development of students' cognition and emotion through cooperative interpersonal communication. Cooperative learning can be designed for more complex historical data analysis questions and comprehensive questions. Inquiry learning is problematic, process-oriented and open. It takes the problem as the center, and solves the problem through the guidance of teachers and the cooperation between students and students in a certain learning situation, thus promoting the development of students' rational ability, the deepening of emotional experience, the construction of knowledge and the refinement of problem-solving methods. In the article "Independent, Cooperative and Inquiry Learning" (updated on April 17, 2006), the author summarizes the basic structure of "Independent, Cooperative and Inquiry Classroom Teaching" in practice: Step 1: Preview. Step 2: Create scenarios to inspire and guide students. The third step: explore independently, question and dispel doubts. Step 4: Group discussion and cooperative learning. Step 5: Summarize. Step 6: Summary and homework. In the design of this classroom teaching mode, the author comprehensively uses three learning methods: autonomy, cooperation and inquiry, which is a kind of classroom teaching design that can be used for reference.
On the issue of teaching evaluation, both junior high school curriculum standards and senior high school curriculum standards list five main reference methods. But it includes all kinds of evaluations other than classroom teaching. As a way of classroom teaching evaluation, observation, students' self-evaluation, students' mutual evaluation, teachers' comments, historical exercises and historical production should be the main design types and should reflect the developmental characteristics.
The fifth key point is to design teaching scientifically under the guidance of modern learning theory.
Theory is a guide to action. Without the guidance of scientific theory, there is no perfect history teaching design. Behaviorist learning theory, cognitive learning theory, humanistic learning theory and constructivist learning theory are all modern learning theories that guide teaching design.
The new curriculum experiment emphasizes the promotion of students' development as the teaching center, and the classroom teaching design also aims at promoting students' learning. It is of great significance for teachers to study modern learning theory seriously to promote the construction of students' historical learning significance. The curriculum concept of senior high school curriculum standard points out: "In the choice of content, we should adhere to the foundation and the times, closely link with real life and social development, and pay attention to students' life and all-round development. "In terms of design ideas, the curriculum standard of senior high school emphasizes:" Through the compulsory course of history, learn to understand the relationship between the whole and the part in historical development from different angles, and dialectically understand the internal relationship between history and reality, and between China and the world; Cultivate the ability to find, analyze and solve problems from different angles; Cultivate healthy emotions and noble sentiments, carry forward the national spirit, further improve the humanistic quality, and form a correct world outlook, outlook on life and values. "To embody these basic ideas and concepts, the design of history teaching must apply modern learning theory, cultivate students' good study habits, build a diversified knowledge system, form a scientific view of history, and serve the all-round development of students.
refer to
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(Editor Si Wen)