Understanding of the 20 1 1 version of the new history curriculum standard

Analysis on the Characteristics of China's General History Knowledge Structure

The new curriculum standard "General History of China" downplays the characteristics of unified theme and point-to-area, emphasizes the concept of time sequence, and highlights the connection characteristics of point-to-line and line-to-line.

The last round of history curriculum reform clearly put forward that history teaching in junior middle school should be guided by the concept of civilization history and highlight the characteristics of theme teaching. The original curriculum standard divides the teaching content into six sections, while the general history teaching content in China has three sections, namely, the ancient history of China, the modern history of China and the modern history of China. The three sections are subdivided into 23 themes, including 9 themes of ancient history of China, 7 themes of modern history of China and 7 themes of modern history of China. These 23 themes are formed by the in-depth analysis, research and refinement of the characteristics of different historical stages by the makers of curriculum standards. The language is highly concise and general, which plays the role of outlining. The original curriculum standard selects the typical and representative historical facts in each stage as the teaching content, highlighting the characteristics of point to area. This design has outstanding advantages. It organically combines the historical time sequence with the historical stage characteristics. By carefully analyzing the contents of China's general history teaching, we can clearly feel a timeline and theme clue of "ventilation rhyme" and "communication spirit". Teachers or learners can not only easily grasp the basic clues of the emergence and development of Chinese civilization, but also clearly grasp the basic characteristics of different historical stages. It follows the general psychological characteristics and cognitive laws, and is conducive to promoting teachers' teaching and students' learning. The original curriculum standard has advantages, but it also has obvious shortcomings. It highlights the theme, but weakens the time sequence, which leads to the confusion and inversion of the time sequence after learners study, and even the order of the replacement of ancient dynasties in China is unclear. In addition, based on the needs of the theme, some dynasties were deleted from the original curriculum standard, such as the history of the Jin and Southern Dynasties, the Anshi Rebellion, the history of the Five Dynasties and Ten Kingdoms, and the Taiping Heavenly Kingdom Movement, and other major historical events were also deleted to dilute the color of struggle and revolution and highlight the theme of the history of civilization. The incompleteness of history teaching content will inevitably lead to the fault or incompleteness of students' historical knowledge structure.

The new curriculum standard pays attention to the integrity of historical content and strengthens the concept of time sequence that permeates history. Although the new curriculum standard still organizes the teaching content according to the six sections of the old curriculum standard, the arrangement of the teaching content under each section is no longer based on the theme. The teaching content of the new curriculum standard strictly takes the time sequence as the clue, enumerates the historical knowledge of each stage in detail, and tries to choose the historical content that reflects different aspects. The ancient history of China can be divided into seven stages in chronological order: prehistoric period, Xia Shang Zhou period, Qin and Han period, Three Kingdoms, Jin, Southern and Northern Dynasties, Sui and Tang Dynasties, Song and Yuan Dynasties, Ming and Qing Dynasties. The modern history of China and the modern history of China are arranged in chronological order, and there is no time division. The content of the curriculum standard is mainly plain narration, but it is not divided and classified in nature, which may provide a broad space for textbook writers to compile textbooks, teachers from all over the country to integrate teaching resources for personalized teaching according to the actual needs of teaching and teachers' own characteristics, and students to carry out autonomous learning and inquiry. In view of the incompleteness of students' knowledge structure caused by the discontinuity of historical clues in the original curriculum standard, the new curriculum standard has made necessary supplements to important time points and important historical knowledge points. For example, the rule of Wenjing, the Three Kingdoms, the Northern and Southern Dynasties, the Anshi Rebellion, the Five Dynasties and Ten Kingdoms, Xuanzheng Yuan, the Li Zicheng Uprising, Hong Xiuquan and the Taiping Heavenly Kingdom Movement, the Boxer Rebellion, Yuan Shikai's dictatorship and the restoration of monarchy, the rule of the Northern Warlord Government and the National Government, the rise and fall of the Rong family and Chinese national capitalism, and the land reform movement in the liberated areas. After the founding of the People's Republic of China, the suppression of counter-revolutionary movement, the 16th National Congress of the Communist Party of China and the Beijing Olympic Games filled the gaps in the historical clues in the original curriculum standards, which not only respected the objective history, but also enabled teachers and students to learn a complete and smooth historical clue, from which they could better grasp the cause and effect of historical evolution and better grasp the basic laws and trends of historical development. While overcoming the shortcomings of the original curriculum standard, the new curriculum standard inevitably has some defects. For example, the teaching content of the new curriculum standard lacks theme control, and the contents of different aspects in the same period are listed together without classification. The content is complex, comprehensive, complicated and unsystematic, scattered and lacking in logic, which is not conducive to the lecturers and learners to grasp the historical content from a macro perspective. The new curriculum standard not only adds some important contents, but also deletes some important contents, which will also make the historical clues intermittent to a certain extent. If Yao Shunyu's content is deleted, the historical content of the "Legend Age" will be incomplete; Deleting the contents of "abdication system and hereditary system of the throne" is not conducive to understanding that the legendary era is a process of transition to the civilized era; Deleting Zhang Qian, an important historical figure in the Western Han Dynasty, is not conducive to understanding the opening process of the Silk Road; Deleting Wu Zetian, a historical figure connecting the past and the future, is not conducive to grasping the process of the prosperous scene of the Tang Dynasty. In addition, the new curriculum standard also omits Zuo, Deng Shichang, Zhan Tianyou, Hou, Wei Yuan, Yan Fu, Huang Jiguang, Qiu and other iconic figures who have had an important influence on the modern history of China, which is not conducive to learners' complete grasp of history.

Curriculum standards strengthen the explanation of "process and method", emphasize the infiltration of historical principles and methods in the process of history teaching, and reflect the requirement of returning to the true nature of history discipline.

Before the curriculum reform, history teaching emphasized students' mastery of historical knowledge and often ignored the infiltration of historical research principles and methods. As Nie Youli said, "fish" is more than "fish", which leads to the serious alienation of history discipline, which makes junior high school history teaching emphasize knowledge unilaterally, only pay attention to rote learning, while ignoring students' independent inquiry.

The original curriculum standards focus on changing teachers' teaching methods and students' learning methods, but in the curriculum objectives, only abstract requirements are made on historical principles and methods, and only case-based suggestions are made in activity suggestions, which lack effective guidance on how to teach historical principles and methods, resulting in some teachers' deviation in teaching practice. For example, in the content of "process and method" in the old curriculum standard, it is proposed to attach importance to "inquiry teaching" among students, but what is "inquiry teaching" is not explained? This leads some teachers to think that the so-called "inquiry teaching" is to let students learn completely without the guidance of teachers. They believe that in history teaching, the traditional indoctrination and lecture teaching should be completely abandoned and replaced by activities. The more activities in a class, the better. The more vivid the class is, the more successful it will be. For example, when designing the course "Five Overlords in the Spring and Autumn Period and Seven Heroes in the Warring States Period", a teacher proposed to activate the history class with inquiry activities. The activities of a class include: idiom quiz in the Spring and Autumn Period and Warring States Period, story-telling contest in the Eastern Zhou Dynasty, historical drama performance "Sleeping for a Taste of Courage", imitation debate: the war of words between Su Qin and Zhang Yi, and so on. It is true that the whole class is very active and lively, and the students are very happy to play with technetium. But the classroom seems to have become a playground, and the students are noisy, and there is nothing to gain after a class. Asked the teacher what the teaching goal of this course is, he was also vague. Asked why he designed so many activities, he said it was mainly to enliven the classroom. In this case, classroom teaching is almost occupied by a large number of activities, but such a class completely distorts the essential significance of inquiry teaching and makes history teaching completely lose its true colors.

The new curriculum standard specifies and explains "process and method" in detail. The explanation follows the idea of "perceiving historical phenomena-forming historical concepts-recognizing and judging historical facts-exploring, analyzing and evaluating history-exchanging historical research experience", and follows the basic principles of from shallow to deep, from easy to difficult, from perceptual to rational, which fully reflects the development process of students' cognitive laws and thinking. The specific objectives of "process and method" are put forward: "learn to obtain historical information from various channels and understand the importance of interpreting history according to historical materials; Initially form a sense of historical evidence that attaches importance to evidence and the ability to process information and historical information, gradually improve the ability to understand history, and initially learn to analyze and solve historical problems. " In the specific teaching content, the new curriculum standard has added these aspects: for example, the content of prehistoric times has added requirements such as "knowing fossils is the main evidence for studying the origin of human beings" and "knowing archaeological discoveries is an important basis for understanding the history of prehistoric society". "Evidence" and "basis" frequently appear in the new curriculum standards. In the new round of curriculum reform teaching practice, we should strengthen the infiltration of the historical principles of "history comes from evidence" and "theory comes from history". "Process and Method" also puts forward specific goals for the specific methods of learning history, such as "gradually mastering some basic methods of learning history, including calculating the basic methods of learning history. Chronological methods, methods of reading textbooks and related history books, methods of identifying and using historical maps and charts, ways and methods of finding and collecting historical materials, and methods of analyzing historical problems with materials. " Based on such changes, this requires us to continue to deepen the reform of teaching methods and learning methods in the new stage of curriculum reform, so that history teaching can return to the true colors of history discipline.

An analysis of the characteristics of the knowledge structure of world general history

The content of the general history of the world in the new curriculum standard is based on the emergence of human civilization, and the expression is concise. Compared with the original curriculum standard, many contents have been deleted and some contents have been added.

Compared with the original curriculum standard, the new curriculum standard is more concise in the expression form of the content of the general history of the world, paying more attention to points and aspects, and paying more attention to the presentation form of "understanding through ……", such as "understanding the ancient civilization of the two river basins through code of hammurabi"; "Take architectural art, the Gregorian calendar, etc. Take the example to get a preliminary understanding of the achievements of Greek and Roman classical culture "; Through Columbus's discovery of America and Magellan's voyage around the world, we can initially understand the world significance of opening up new routes ... without sticking to fragmentary knowledge points, the expression is concise, and the characteristics are similar to the General History of China in the original curriculum standard. These characteristics increase the difficulty of teachers. Teachers should thoroughly study the curriculum standards and teaching contents, and accurately grasp the meaning behind the basic historical facts in order to have a good class. At the same time, it also provides a broad space for teachers to carry out teaching. Teachers can carry out personalized "secondary creation" according to their own research on curriculum standards and teaching content, just like "there are a thousand Hamlets in the eyes of a thousand people". Based on the same curriculum standards, a thousand teachers can create a thousand classes.

Compared with the original curriculum standard, the new curriculum standard has deleted a lot of content. The content of general history of the world in the new curriculum standard is based on the civilization formed by human beings. For example, at the beginning, the ancient civilization, ancient Babylonian civilization and ancient Indian civilization were expounded, while the inconclusive contents of primitive humans and clan society were omitted. We may not have an exact understanding of the origin of human beings, the production and living conditions of primitive humans and the evolution of primitive society, but the research on these contents can be said to have achieved quite fruitful results. It is of great significance to guide students to understand the basic situation of early human beings through classroom teaching, so as to urge students to build a complete knowledge structure of world history, stimulate students' interest in learning history and enhance their desire to explore "where do we come from?" But unfortunately, the curriculum standard ignores these contents. So, do teachers neglect to introduce them because the curriculum standards omit these contents? We believe that teachers should supplement relevant content as needed.

The new curriculum standard cuts out some important core knowledge points in world history, which brings some difficulties to teaching. For example, deleting "Charles Martel Reform" is not conducive to understanding the establishment and development of feudal society in Western Europe. Deleting the content of "pipeline offering sacrifices to soil" is not conducive to understanding the influence of Christianity in medieval western Europe. Delete the words "Persian War", "Kyle Polo came to China" and "the invention and dissemination of Arabic numerals" and replace them with "a preliminary understanding of the role of Alexander Empire in cultural exchanges between the East and the West". It is not comprehensive to explain the cultural exchange between the East and the West in ancient society only by the event of Alexander Crusade. Students may not be able to fully and accurately grasp the cultural exchanges between the East and the West in ancient times after learning, so it is necessary for teachers to add some contents appropriately. It is a bit inappropriate to delete tasks that have an important influence on the modern history of Einstein, Voltaire and Tolstoy. As one of the greatest scientists in the 20th century, Einstein played a decisive role in the development of modern human science and technology. Without introducing Einstein's scientific achievements, it is difficult for students to have a clear understanding of the achievements of the third scientific and technological revolution. Voltaire was the most important thinker during the Enlightenment. If you don't introduce him and the Enlightenment they started, it may be difficult for students to correctly grasp the reasons why the French Revolution broke out and why it became the most thorough bourgeois revolution in modern European history. If the "Cheng Lang Uprising" is omitted, it may be difficult for students to grasp the struggle process of Western European cities for autonomy in the Middle Ages. These missing contents should be supplemented by teachers.

The new curriculum standard also adds some contents, such as "Take the rise of Paris University and Oxford University as an example to get a preliminary understanding of the early universities in Europe", which is conducive to understanding the significance of the universities rising in the Middle Ages in promoting the ideological and cultural development of Western Europe; The content of "understanding the important economic and social changes in early modern western Europe from the establishment of production organizations such as leased farms and handicraft workshops" is helpful to understand the significance of economic factors to the emergence and development of capitalism in western Europe; The addition of "India's non-violent non-cooperation movement led by Gandhi and Turkey's revolution led by Kemal" is conducive to a comprehensive understanding of the national liberation movement in the early 20th century. Joining the "German Division" is conducive to understanding the influence of bipolar confrontation on the world after World War II.

The new curriculum standard has also adjusted some contents. The original curriculum standard brought the contents of the First World War into the category of modern world history, while the new curriculum standard brought the contents of the First World War into the category of modern world history. The outbreak of the First World War in the early 20th century became a watershed in modern world history and modern world history. This adjustment makes the content of modern world history more complete, which is conducive to a systematic understanding of the far-reaching impact of World War I on the modern world.

The content of the new curriculum standard "General History of the World" downplays the characteristics of theme control and arranges the content in chronological order, but the time dividing line is vague and the time clue is unclear.

The original curriculum standard is divided into three sections, namely, ancient world history, modern world history and modern world history. The original curriculum standard consists of 16 themes, which are the main features or contents of each major period. Under the control of theme, the teaching contents of each period are organically combined, which embodies the characteristics of combining theme with time sequence. By studying the contents of General History of the World, learners can not only sort out a clear time clue, but also grasp the basic characteristics of each period. The original curriculum standard is accurate and reasonable in the design and arrangement of the content of world general history.

The new curriculum standard cancels the programmatic theme, and the content of the curriculum standard is only divided into thick lines according to large time periods. The content of curriculum standards is simply "stacked" in a large time frame, without marking more detailed time boundaries. Therefore, the curriculum standard has the shortcomings of fuzzy time sequence and unclear clues. For example, the content of ancient world history lacks the necessary time division and the content is mixed, which will make it easy for learners who are first exposed to world history to confuse the time sequence of the emergence of major civilizations. For another example, the reform of Peter the Great, which belonged to the18th century, was moved to the middle of the19th century and was introduced together with the reform of Alexander II, which easily led to the confusion of students' time series. Therefore, in the process of preparing lessons, teachers draw lessons from some practices of the original curriculum standards and use the method of theme control at an appropriate time to divide the general history of the world. For example, we can divide the ancient history of the world into: 5000-6000 years ago-1 century, ancient human civilization; 1 century-14th century, medieval Eurasian civilization. The modern history of the world can be divided into the following periods and themes:1the middle of the 4th century-1the establishment of the world capitalist system in the 9th century; /kloc-the development and consolidation of world capitalism from the middle of 0/9th century to the beginning of 20th century; From the early 20th century to the 1930s, the world pattern after World War I and World War I; In 1930s-1940s and 1950s, the formation of the bipolar pattern after World War II; The 1950s and 1990s, the Cold War era; Since 1990s, the post-cold war era and the development of world multipolarization. Instructors can organize and arrange the relevant contents reasonably under the guidance of the theme, and form a knowledge structure with strong logic and easy for students to understand and master.