Yuan Tengfei is known as the best history teacher in history.
Yuan Tengfei, a senior middle school teacher, graduated from the History Department of Capital Normal University 1994. 1994-2007 worked in the middle school attached to Capital Normal University, and is now a history researcher at Haidian Normal University. Works: Encyclopedia of Primary School Library? "Ancient History of China" and "Miscellaneous Talks on China Culture"? Religious culture volume? Taoism and Taoism, China stupa, China wisdom? Cao Cao Group and the New Story of Ancient People? The road of hermits and monks, etc.
Evaluation of Mr. Yuan by the headmaster of the experimental middle school affiliated to the First Normal University;
Tengfei Yuan
This young teacher, who has just worked for four years, has gradually formed his own style in teaching because of his active exploration of history education and teaching and his preliminary understanding of the laws of history teaching. In recent years, many district-level open classes have been held, and many city and district-level teaching awards have been won, and the teaching level has stood out among young teachers.
Whether a teacher is mature depends on whether he knows what to teach his students and how to teach them. History teaching seems easy, but it is not. It's easy to regard history class as only about the ancients, and only ask students to remember historical events and historical figures, but this has not completed the main task of history teaching. Such a class is inevitably boring and students will not like it. This is the stereotype of exam-oriented education.
Teacher Yuan Tengfei is devoted to education and teaching. His spirit is commendable. But he is still a young teacher after all. I believe that with the accumulation of experience and the improvement of theory, we should not underestimate him in the future. The school will further help him and a group of young teachers like him grow up, which is also the requirement of the "famous teacher project" in the middle school attached to the First Normal University.
Second, what is the overall teaching method of history unit? It is to use educational theories and methods to reveal the objective laws of history teaching, so as to impart historical scientific knowledge to students most effectively.
In China, the most essential feature of history teaching process is to educate students with major events and people's activities that have happened in history, so that they can master specific and reliable historical knowledge and then understand the laws of historical development. The combination of history and theory is the basic principle of history teaching.
"History" refers to historical materials and facts, that is, materials for studying history and objective historical facts; On is a conclusion drawn by analyzing historical materials from the standpoint and viewpoint of Marxism. In the teaching process, students should form a correct view of history with sufficient and reliable materials, unify specific materials with basic viewpoints, and cultivate and improve students' ability to observe and analyze problems.
In the process of strengthening knowledge teaching and basic ability training, develop students' intelligence, such as scientifically analyzing historical problems, watching historical maps, and understanding the objective laws of historical development. At the same time, through the teaching of Chinese and foreign history, cultivate students' patriotism and internationalism, and establish a scientific world outlook of dialectical materialism and historical materialism.
There are many specific methods of history teaching, such as description, explanation, dialogue, teaching aid demonstration, slide show and visit. In teaching, we should follow the teaching rules and choose appropriate methods according to the content of teaching materials and students' reality, so as to produce good teaching results.
Third, the methods of historical situation teaching What are the methods of historical situation teaching?
Through the teaching practice of creating historical situations, we have extracted the following effective teaching methods of historical situations:
First, the novel and unique guidance class begins, focusing on arousing a thousand waves with one stone to stimulate students' interest and curiosity. Commonly used opening forms include: directly introducing poems, songs, stories, charts, movies, etc. To attract students' attention and interest. For example, when studying the Three Kingdoms, Teacher Hao first introduced it with the theme song MTV of the TV series Romance of the Three Kingdoms, and then she said, "Then we will enter the changeable and talented Three Kingdoms era simultaneously and unveil the real historical picture!" This kind of introduction has the effect of attracting jade, which makes students' thoughts seem to have returned to the Three Kingdoms era.
Second, display illustrations, maps, objects, etc. Audio-visual products, combined with teachers' explanations, can make knowledge and content illustrated, enhance the vividness and intuition of teaching, and enable students to think abstractly and logically on the basis of imagination, analysis and comprehensive thinking in images. For example, when teacher Wenhua tells the story of the Nanjing Massacre, he is accompanied by video materials and various pictures, so that a real historical picture can be displayed in front of students, so that students can quickly accept knowledge and grasp historical facts more accurately and thoroughly. In this way, a profound patriotic education was carried out.
Third, the wonderful and vivid narration makarenko once said: "The same teaching method, because of different languages, the effect may be 20 times different." Teachers should polish and process the language to make it artistic while carefully designing the classroom and creating an atmosphere. The combination of artistic language and the display of historical scenes makes students have "empathy phenomenon" in their explanations to teachers. For example, when I was studying Yue Fei's Resistance to Gold, I showed pictures of Yue Fei, briefly introduced Yue Fei, and recited Man Jiang Hong emotionally. In the historical atmosphere of "at that time", the students' thoughts and feelings were transferred to Yue Fei, which achieved the purpose of actively experiencing history, enhancing the ability to distinguish beauty and ugliness and objectively evaluating historical facts.
Fourth, skillfully set the situation, guide the participating teachers to set historical situations and questions in the process of telling and demonstrating, stimulate students' motivation to explore, guide students' enthusiasm for active participation, grasp the key points that induce students' creative thinking, that is, transposition experience and questioning, give full play to students' autonomy, and let students think in doubt and surprise, so as to achieve the goal. For example, when studying the Battle of Guandu, Teacher Ni asked students to create a short historical play "Xu You and Cao Cao" in order to reflect the scene and situation at that time. Another example is: when studying "the rise of bourgeois democratic revolution", he asked: "If you were a warm-blooded young man at that time, in what way would you save the nation from peril?" In addition, some small historical debates closely related to the teaching materials can be organized. Let students deeply feel history, expand historical thinking and cultivate creativity and deductive ability in active participation.
V. Skillful and Suspensive Ending Historical Situation Teaching requires the classroom to sum up skills and neatness, grasp the main line, strengthen the viewpoint, and give the audience a suspense by telling stories or continuous broadcast of historical dramas, thus laying the foundation for the next class. That is, the conclusion left the end of interest and thinking.
Six, skillfully use activity classes to arrange some activities as an extension of classroom situational teaching, so that students can spread their imagination wings, realize the connection between history and reality, and deepen their understanding and mastery of classroom knowledge. For example, I once organized students to arrange the textbook drama "Zhao Jun's Journey to the Fortress", and the whole process from the script to the actors and props was completed by the students themselves. After that, he participated in the performance in Weibin District, which was well received and made the students exercise and improve.
Seven, actively and effectively carry out extracurricular activities In order to deepen the understanding and mastery of classroom content and make up for the lack of classroom teaching, we should carry out extracurricular activities in a targeted manner to "bring" students into history. For example, visit sites and museums in combination with local history teaching; Invite revolutionary predecessors to make reports, edit short historical plays, write short historical essays and appreciate historical paintings and calligraphy; Periodically hold campus history handwritten newspaper appraisal and ancient poetry recitation competition, so that students can "relive" history. These activities can ensure the content of classroom teaching, arouse the enthusiasm and initiative of students and promote the development of thinking.
Fourthly, how to embody the idea of new curriculum reform in history teaching. The new history curriculum in senior high school has broken through the previous compilation system of history curriculum content. Based on the principle of "linking the past and the present, linking China and foreign countries", the curriculum structure re-integrates the historical knowledge system of old textbooks in the form of special topics, and constructs a new history teaching system in senior high schools.
This not only avoids the simple repetition with junior high school history course, but also helps to improve students' comprehensive analysis ability. The new curriculum system requires senior high school history teachers to update and change outdated and backward educational concepts and establish new educational concepts that meet the needs of the new curriculum reform in senior high schools.
A lesson plan has been used for several years. Last year and this year, the same historical knowledge was taught in this way, and the teaching ability stagnated. This kind of static history teaching without reflection is not conducive to the sustainable and benign development of history teachers. Even old teachers who have worked for many years must reflect on their own classroom teaching in the process of history classroom teaching, because many teaching experiences and teaching methods in the past are being challenged by the new curriculum.
Defining the content of history teaching reflection is the premise of teaching reflection. The new curriculum standard requires changing the current situation of "difficult, complicated, biased and old" curriculum content.
However, a problem that teachers and students are generally confused in teaching is that the teaching content of the required courses in the new curriculum is too deep and complicated, and there are too many teaching materials, so it is often difficult to complete the task in teaching practice. The new textbook is written in a modular way, which aims to make the teaching content concise, highlight the key themes, and facilitate the deeper exploration and understanding of historical events, phenomena and people from a specific perspective.
The original intention of adopting the style of Chinese-foreign co-editing is to let students deeply understand the relationship and mutual influence between China history and China and world history through comparison and contact. However, it led to the Great Leap Forward and weakened the basic clues of historical development.
The new curriculum attaches great importance to the basic knowledge of junior high school history, and the historical structure of junior high school students appears in the form of general history at home and abroad. Junior high school is an open-book exam, and students have no habit of memorizing basic knowledge of history. Because junior high school has no foundation, it further increases the difficulty of learning. Therefore, it is really difficult to link the basic knowledge of junior high school with the special teaching of senior high school.
According to the characteristics of the new curriculum, there are still many weak links in our senior high school history teaching. How to make students like history class and improve the quality of history teaching in senior high school, I think we should improve it from the following aspects.
1. Senior high school history teachers should seriously study and study the History Curriculum Standards for Ordinary Senior High Schools, learn the new edition of history education and teaching monographs for middle schools, read classic history monographs and important historical journals, and pay attention to the historical research trends. Effectively change the concept of curriculum, teaching and history, actively participate in the reform of history classroom teaching, and create a historical charm classroom.
Only by learning the new curriculum standards can teachers understand the nature, basic ideas, design ideas, curriculum objectives, content standards, teaching suggestions and evaluation suggestions of the new curriculum and better master the new textbooks. Therefore, we must establish the status of the new curriculum standards, guide teaching based on the new curriculum standards, and comprehensively build high school history teaching.
The new high school history course is divided into three compulsory parts and six elective parts. Several modules of the new curriculum textbook cover a wide range of fields and have a deep knowledge. Only by constantly updating and learning professional knowledge and improving their teaching level can teachers adapt to the new curriculum teaching, and teachers should also grow up with the new curriculum.
2. Senior high school history teachers should integrate new historical views into history teaching, grasp the new curriculum standards and optimize the teaching material structure. The old textbooks we used in the past reflected the one-sided and dogmatic old historical materialism.
Productivity determines relations of production, and economic base determines superstructure and human society, which is the main viewpoint of the old historical materialism. With the implementation of the new curriculum, teachers pay attention to the change of curriculum concepts and teaching concepts, but ignore the absorption of new historical concepts, which are out of date.
Therefore, both old textbooks and history teachers lack a new view of history. The lack of a new view of history is not conducive to the progress of history teaching in senior high schools and the development of students' history examination in college entrance examination.
On the topic of college entrance examination, which is the closest link between colleges and middle schools, college teachers will definitely directly or indirectly reflect their usual research ideas and research results. Throughout recent years, the history test questions of college entrance examination all over the country have integrated new historical views, such as the global historical view, the civilized historical view and the modern historical view in historical materialism.
The requirements of the new era and the promotion of the college entrance examination force us to integrate the new view of history into history teaching. In the history teaching of senior high school, teachers should grasp the direction of the new curriculum according to the actual teaching situation and do a good job in the integration of subject knowledge content.
When preparing lessons, teachers should delve into the teaching materials, study the structure of the teaching materials, and its position in this topic and even in this book, and then choose how to deal with the teaching materials. For places that are difficult for students to understand, we can adjust and optimize the structure of teaching materials appropriately. Third, high school history teachers should use new teaching methods and concepts to teach and correctly handle the relationship between teaching materials and teaching forms.
The new curriculum standard advocates diversified teaching forms. In the process of classroom teaching, in order to create an interesting environment for students to learn history and stimulate their interest in learning history, history teachers should actively explore various teaching forms, change the situation of teaching step by step in strict accordance with the teaching process in the past, and organize colorful teaching activities.
Classroom discussion, organizing debates, editing historical dramas, holding historical knowledge contests, idiom relay races and virtual auctions are all common teaching forms for teachers. In these activities, students can directly participate in teaching, and teachers, students and students cooperate with each other to complete teaching tasks.
Teachers use multimedia teaching as much as possible to realize the modernization of teaching methods. The new curriculum standard puts forward: "We should strive to create conditions, organize teaching by using multimedia and network, develop and make history courseware, and carry out computer-aided history teaching."
In the process of developing history curriculum resources, multimedia teaching has been adopted by more and more history teachers because of its characteristics of large amount of information, simplicity, flexibility, strong sense of movement, rapid spread, intuitive image and ready-made audio and video. Multimedia teaching can solve many difficult problems in history teaching, which is especially beneficial to history teaching.
Verb (verb's abbreviation) How to make the history classroom alive "National Compulsory Education History Curriculum Standard" points out that the history curriculum reform should be conducive to the change of students' learning methods, encourage students to actively participate in the teaching process, dare to ask questions, learn how to analyze and solve problems, and change the learning methods of students who memorize and passively accept knowledge; The reform of history curriculum should be conducive to the transformation of teachers' teaching methods, establish a student-centered teaching concept, encourage teachers to creatively explore new teaching approaches, improve teaching methods and means, organize colorful teaching practice activities, create a good learning environment for students, and stimulate students' interest in learning history.
Make the history class present a more lively scene, so as to realize the optimization of classroom teaching. Let's talk about how to make history class alive in junior high school history teaching.
First, actively develop and skillfully use teaching resources. As for textbooks, the new curriculum reform points out that textbooks should be used instead of textbooks. Actually, it should be
History textbooks are the main basis for carrying out history teaching activities and the core part of history education resources, but they are by no means unique. Due to the uniqueness of history, it has rich curriculum resources.
These resources include written resources, film and television materials, historical relics, historical sites and relics. The history textbook we use is just one of the written materials.
It can be seen that there are still many history curriculum resources to be developed and utilized. 1, books, newspapers and periodicals are common available teaching resources.
History is a comprehensive humanities discipline, involving a wide range of knowledge. Community departments, schools and many individuals have books and newspapers. As long as you pay attention, they are easy to get.
The library has the most comprehensive materials, including popular history books, middle school students' historical publications, historical relics atlas, historical maps, historical charts, history of science and technology, literature and history, archaeology, tourism, etc., which can be borrowed or sorted out for students to read or extract. In terms of newspapers and periodicals, in addition to the daily newspapers and historical professional newspapers, I think Cui Wen Bao, China Newspaper Clipping and Literature and History Expo are very helpful to history teaching.
Teachers usually pay attention to the collection and preservation of these, which can be used urgently; Calling on students to read excerpts after class can not only enrich students' social and humanistic knowledge and deepen their understanding of the course content, but also motivate them and promote classroom activities. This is a multi-purpose thing, and both teachers and students should be happy to do it.
2. Local and community resources are the most convincing and the most acceptable teaching resources for students. As a history teacher, we should discover and use local resources in the community anytime and anywhere, such as history witnesses, history experts and scholars, history education experts, experienced elders and so on.
Using these resources skillfully, students are most convinced and easy to accept, because their personal statements can provide students with historical materials and historical insights at different levels and angles. Family is also a resource for historical research. Genealogy, photos, pictures, objects of different times, and memories and records of the past by elders will all contribute to students' history study to varying degrees.
Students are interested in things around them and like to explore. If teachers use these local resources properly and skillfully, they can not only meet their needs and enrich their historical knowledge, but also stimulate their learning initiative and enliven the history class.
3. Radio, film and television resources are vivid and rich teaching resources. In recent years, the film and television works and recordings with historical themes have increased greatly, becoming very important and easily available resources.
Documentaries can generally vividly reproduce a certain period of history, depict some historical figures and describe some major historical events, which plays an irreplaceable role in helping students understand and appreciate history and is an audio-visual resource that should be used emphatically. There are also some historical film and television works that are close to historical reality and entertaining. As long as they are not far from historical facts, they can also be used selectively, because they more or less provide the social life style of a certain historical period, which is beneficial for students to observe and feel history from different angles, thus enhancing their sense and understanding of history.
There are many such resources, and the key is to use them skillfully. To skillfully use it, first select the screen, then optimize and reorganize the content, and then determine the best presentation method.
Nowadays, the educational equipment has made great progress than before, and the presentation mode can be played by tape, VCD or courseware. The first two ways of playing should not be a problem for ordinary schools.
The reason for choosing is that there are many desirable resources in the time period of classroom teaching; The reason why the content should be optimized and reorganized is because such resources are not specially designed for teaching, our teaching content is relatively concentrated, and teaching procedures have their own systems and rules; The reason to determine the best presentation mode is because these resources are vivid, and other presentation modes will lose their vivid characteristics, which is exactly what our students like. 4. Information and network resources are rich and convenient teaching resources.
The development of information technology and network technology provides more convenient, fast and rich teaching resources for history teaching. With the improvement of educational equipment, the network has entered many campuses, and we should make good use of it to serve history teaching.
Especially with the progress of computer teaching, we can make full use of all kinds of computer teaching AIDS, multimedia history courseware, history courses in distance education, history education websites, history databases and websites of libraries and archives to obtain rich history teaching resources. I think there are many websites that are very helpful to junior high school history teaching, among which the best ones are middle school history teaching resources, junior high school history by People's Education Society, junior high school history teaching network, China-based history network, history senior high school entrance examination network, history picture materials, history teaching resources and so on. We might as well go in and browse and get something.
It is very important to choose this kind of resources skillfully, and it is more noteworthy to download and save them in time, because some special resources are difficult to find after they expire. In addition to the above four types of resources, there are some human resources and natural resources that we can make good use of.
Such as historical sites, ruins, museums, memorial halls, archives, patriotic education bases, and cultural landscapes and natural landscapes rich in history, these resources should also be taken into account.