Promoting history teaching in senior high school with research-based learning
Project Name: Promoting History Teaching in Senior High School with Research-based Learning Research Term September 2007
-August 2008
Team leader Fu Jiazhi, members Zhang Chengshu, Li Chaofeng, Dong, Han, Tian, written.
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Background, purpose and significance of the project At present, traditional exam-oriented education is still popular in many places, which is often teacher-centered, spoon-feeding, lacking humanistic care, ignoring the needs of students' lifelong learning and all-round development, and lacking in cultivating students' innovative spirit and practical ability, which is very unfavorable to the long-term development and strength of the country and the nation. For this reason, a few years ago, the country began a new round of curriculum reform in senior high schools, and also took the lead in piloting in some provinces and regions. In the past year or two, the new curriculum reform in senior high schools will be rolled out all over the country, which is approaching us with overwhelming force and thunderous momentum like a raging tide.
In this regard, we can only let nature take its course, but we must try our best to adapt and control it as soon as possible.
In the new high school curriculum, the research-based learning curriculum has a high position, which can be seen from the credit setting of each subject in the new curriculum. Inquiry learning is a brand-new way of learning and a new means of learning. Compared with traditional teaching, it is no longer a teacher's centralized and cramming. Let students not only learn knowledge, but also learn to seek knowledge, learn to learn independently, learn to survive, learn to live in harmony with people, society and environment, and realize all-round development of morality, intelligence, physique and beauty.
In research-based learning, teachers are not only students' instructors, but also students' collaborators. Our idea is to adapt to the new curriculum reform as soon as possible. The school has set up a research-based learning course in senior one. Why don't we try to introduce this new learning method into history class? We simply combine it with history teaching to promote history teaching and history subject learning.
Theoretical basis and practical basis Theoretical basis: (1) Psychology: Most students are not interested in classroom teaching. Their performance is irritability, boredom, fatigue, emotional changes, excitability, often regardless of others, regardless of consequences, they need to adjust and change.
(2) Exploring the laws of learning itself: extensive participation, different abilities, flexible methods, diverse results and consistent goals.
Practical basis: The universality and sociality of information sources determine that students should go out of the classroom, use their hands and brains in society, and obtain information through various methods, so as to form opinions and complete the study of related content.
The first stage research plan and steps: September 2007-65438+1mid-October: complete the project demonstration, set up a research group and divide the work.
The second stage: from the middle of 2007/KLOC-0 to the end of May 2008: according to the teaching progress, organize students to study the special topics of historical figures in the teaching materials, and all groups do a good job in collecting, sorting out, analyzing, communicating and summarizing the materials.
The third stage: June-August, 2008, summing up experiences, achievements and lessons and writing them down.
Research methods: literature search: each research group obtains information through reading, reading newspapers or surfing the Internet, or visiting, interviewing and inspecting, and forms opinions and opinions through discussion and exchange.
Two. The name of the expected research results and the holder of the results table
Research Group on "Introducing Inquiry Learning into History 0000 Teaching in Senior High School"
Third, the conditions and guarantees for completing the project.
The main members of the research group and their division of labor, names, division of labor and subordinate departments.
Fu Jiazhi organized and coordinated the formulation of the project plan, the opening report and the closing report, and participated in guiding the history group of senior one students.
Zhang Chengshu and Li Chaofeng worked out the project plan, sorted out and summarized the data for word processing, and participated in guiding the history group of senior one students.
Hu Jun, Tian, Dong and Han instruct students to study the history group of Senior One.
Information equipment information: file bags, various forms.
Funds and uses: 500 yuan is used for purchasing materials, printing materials, necessary admission fees, and communicating with teachers of brother schools inside and outside the region.
Other teachers interested in this topic are welcome to participate.
Note: Considering the actual needs of teaching, some work can be adjusted during the implementation of the project.