To comprehensively promote quality education, students should have scientific literacy and humanistic literacy. In the newly promulgated middle school curriculum plan, the proportion of class hours in science subjects is relatively reduced, while the proportion of class hours in liberal arts, music, physical education and beauty is guaranteed or increased, and research courses and activity courses are highlighted. This shows that a prominent feature of the new round of basic education curriculum reform is to vigorously strengthen humanities education. "History Curriculum Standard" clearly stipulates that history curriculum belongs to humanistic quality curriculum. At present, the current teaching situation of history course is utilitarian and lacks humanity. History is a discipline that specializes in the study of human social phenomena and their development laws. History contains many vivid and individual characters, many interesting stories, and many wonderful contents such as music, clothing, painting and architecture. History used to be a hot subject, which attracted many people's attention and learning, and ordinary people were willing to know a little. Due to the loss of the humanistic spirit of history, there have been phenomena that textbooks do not attach importance to "people", teachers do not inspire "people", college entrance examination does not treat people as "people" and teachers enthusiastically, and students try their best to recite and forget after the exam, so that many students gradually hate history and stay away from it, which makes history teaching lose popularity. In the past, we simply looked at the past of historical knowledge and equated it with textbooks, so we also regarded the inheritance function in history education so intensely that the deep-seated curriculum functions such as national identity, cultural affiliation and patriotism were also based on "memorizing" and "testing" historical knowledge. Judging from the current curriculum system of history education in primary and secondary schools, a person can take a three-year history course in compulsory education, which is a simple general history of China and the world. If he can go to senior high school, he can study the modern history of China in senior one. If he chooses science, he will stop taking history courses. In general, about 5/6 high school students choose science. In this way, most people can only receive 3-4 years of history education in their whole lives, among which China's ancient history and world history can only have one basic learning opportunity (the new high school history curriculum is: offering 3 compulsory courses and 6 elective courses. In this way, students will have more opportunities to study history. For another example, conceptually, many students are interested in the content of war history, but when they see or hear the cruelty of war, some students often burst into unnecessary and even interesting laughter, and some students defend Hitler: Hitler is patriotic, and his racial theory conforms to the objective law of species development, that is, human nature is selfish; Justice is subjective, and war is an inevitable phenomenon in human society. As long as there is war, there will be casualties, and Hitler is not responsible for the lives that died in World War II. The war was not started by Hitler, but also by Xtler. This shows: first, the lack of humanistic education leads to students' lack of respect for human life and human civilization; Second, the world consciousness education is insufficient. The so-called world consciousness refers to the consciousness of understanding world history and current international society from the height of the world, paying attention to the common destiny of mankind, analyzing the role and status of one's country, and knowing one's responsibilities and obligations. This also reflects the distortion of students' personality.
200 1 a questionnaire survey of a key middle school in China shows that 69.6% of students are accustomed to copying the contents of the teacher's blackboard in history class, rather than actively looking for answers to questions; 7 1.4% students think that "history is a rote lesson"; There are still many students who admit that they "either do other homework or doze off in history class", and so on. Although this survey is mainly conducted in Grade Two, there are some objective factors, but the problems reflected in history classroom teaching are obvious. In the past, most of our traditional history classes only mechanically instilled lifeless historical knowledge into students and repeatedly imposed mechanical so-called "intensive training" on students, instead of a vibrant living place. Frankly speaking, such a history class is obviously completely divorced from the students' life world!
What is missing in our history classroom teaching? For a long time, the history classroom in middle schools in China has been seriously short of humanistic atmosphere.
First, the lack of "people" in history classroom teaching
The "person" mentioned here refers to both students and teachers. Our students are basically deprived of their dominant position in the process of history learning, and teachers' subjective initiative in the teaching process is basically completely stifled. So we will often see such a scene: in the history class, the so-called "knowledge" has completely become the absolute power that dominates everything. Teachers naturally become the only strong authority in classroom teaching because they are attached to knowledge points of all sizes, and students correspondingly become poor controlled bodies and single weak passive recipients. In such a history classroom teaching process, teachers and students are just simple tools to transmit knowledge and mechanical containers to receive knowledge. From this perspective. Whether students or teachers, their roles are also very poor. That is, they are tools and "things", but they are not really meaningful "people".
A middle school history teacher once told a true story-that year, he had a proud primary school student who scored well in the history of the college entrance examination. On the first New Year's Day after he entered the university, he gave him a beautiful New Year card. A few naughty words were written on the greeting card: "Dear teacher, I'm sorry. When I sent you this card, I suddenly found that the historical knowledge that you have spent so much effort to teach me has been forgotten on the runway in the morning run, in the crowded and noisy restaurant, and at the weekend party ... ". Sorry, now, I have returned all the history you have worked so hard to teach me! ……"
This case is very representative. What can we learn from the helpless words of this student who just left middle school? Obviously, in the traditional middle school history classroom teaching, the imparting of knowledge is highly respected, and it has always been regarded as the central task of history classroom teaching. However, the above cases show that, in fact, for a long time, even if we take it for granted that the most solid and effective teaching of basic historical knowledge, its teaching effect is far from as high and good as we subjectively estimate. Why do students leave the history class in our middle school for only four months and basically forget the basic knowledge of history that seems to have been memorized by heart? Why do students think that apart from the acceptance of knowledge points, they have never felt any other gains in history class? Obviously, one of the most common and important reasons is that we completely reduce the history class to the teaching, acceptance and memory of a single historical knowledge, which has basically become mechanical indoctrination and rote learning. As a result, students are no longer living individuals, and they have correspondingly become passive knowledge "piggy banks" that completely lose their "self". In this way, the historical knowledge we impart has completely lost its rich life significance such as spirit, culture, wisdom and emotion, and has become a bunch of meaningless and lifeless knowledge points, knowledge lines or knowledge areas. From this perspective, we have to admit that, to some extent, it is our self.
I took my soul out of the original "living" history and taught it to die.
Second, the history classroom teaching lacks "emotion"
The so-called "emotion" is emotion. This is the core of what the author calls "living history". If we lose our emotions, we will lose the vitality of history education. However, in the traditional history class, teachers often teach the original rich and colorful history knowledge in a fixed mode, and restrain the students with distinctive personality with a unified set of goals. For example, teachers strictly follow the contents of textbooks and teaching reference materials, overemphasize the teaching and mastering of historical knowledge, or ignore students' realistic and novel problems or ideas, or even "suppress and crack down", so that students can't or dare not express what they want to say; In the teaching process, we should pay attention to good classroom discipline and order and emphasize the passive acceptance and closeness of students' knowledge. Teachers' common teaching language: "pay attention, turn around"; "Quiet, pay attention to the class"; "We continue to speak; You don't listen, do you? Forget it if you don't listen. " In fact, this process is passive for teachers. Of course, it also suppresses students' curiosity and autonomy in history learning. Closed communication leads students to be narrow-minded and unwilling to overcome difficulties with their peers. In other words, teachers' labor does not regard students as people with thoughts, feelings, personality, initiative, independence and development, and teachers themselves have become a machine without emotions. In such a classroom, there can be neither the interaction of life and the collision of wisdom, nor the flying passion of life and spirituality, nor the generation of refreshing poems. In this way, no matter teachers or students, their inherent life value can not be confirmed, their emotions lack blending, and the light of human nature is obscured. In the end, "emotion" is alienated into a simple and poor cognitive tool.
Third, history classroom teaching lacks "soul"
The "soul" mentioned here is thought. People often say that "reading history makes people wise". However, if we don't know how to examine and think with speculative eyes and thinking brains when reading history, and don't know how to understand and generate a kind of thoughts and eyes with historical depth to pay attention to and examine reality, then we will never reach the realm of "wisdom". Therefore, an important task of history teaching should be to teach students to "learn to think" from history and produce wisdom and correct outlook on life and values. This also determines that "thought" should be the soul that runs through the history classroom. In this sense, a history classroom without thoughts is bound to be a "dead" classroom and a "useless" classroom. However, as listed in the above questionnaire, in some places, as many as 7 1.4% of middle school students think that "history is a rote learning course", so it is no wonder that in other places, as many as 4 1.7% of middle school students clearly think that middle school history course is "dispensable".
It is reported that in early February of 20001,Beijing Zero Market Research and Analysis Company conducted a special questionnaire survey on 1438+0065 teenagers aged between 14 and 28 in four cities with relatively developed cultural and educational level in China. The survey results show that China teenagers' understanding of the history of the motherland is not optimistic. The scope of this questionnaire survey is not beyond the content of junior high school history textbooks, with a full score of 100, and there are no strange questions. The average score of all respondents is only 27.69. If the score is 60, the pass rate of all respondents is only 1.5%. According to the disclosure, only 3 1.8% of the respondents correctly chose the "Anglo-French Allied Forces" when answering the simple question 1860 who invaded China and burned the Yuanmingyuan. As for the way they learned about China's history, 86.9% of the respondents answered that they got it through school education (classroom). However, it is worth noting that the highly educated people's understanding of history is not as profound as people think, and the scores of respondents with college education or above are only 5.77 points higher than the overall average; At the same time, it is also found that young people aged 25-28 have a lower understanding of historical knowledge than those aged 65,438+07-24, although their educational years are higher than those of this age group.
In this survey material, there is a contradiction that deserves our special attention, that is, "people with high academic qualifications don't know history as deeply as people think" and "young people aged 25-28 know less about history than young people aged 65,438+07-24". So what does this seemingly contradictory situation with the law of knowledge accumulation mean? Obviously, the history education these interviewees received at school is basically "indoctrination" or "compulsory", and this educational model only causes students' mechanical "short-term memory" instead of "meaningful learning", which is easy to cause students' boredom and disgust. Therefore, once they have to learn the history knowledge in these textbooks for the utilitarian purpose of taking the exam, they will soon be forgotten if they pass or pass the exam. It can be seen that if there is only knowledge and no "thought" in our history classroom teaching, then we can't expect to realize the humanistic education value of history discipline.
When the vivid image of history is divided into lifeless concepts, history itself is suffocating. The more education students receive, the more their thoughts are wrapped in the hard shell of knowledge. Among them, there is no personality, no creativity, no ideals and enthusiasm. They lack a correct judgment on life and will be blind in their future life. Middle school history education must change its course, get out of the so-called "subject teaching" dead end, make history classes angry, make students and teachers angry, cultivate humanistic quality, and make as comprehensive preparations as possible for students' future life. The role of the school should be to cultivate the mind, exercise the spirit, optimize the emotions, and make students become masters who love the world. At present, our middle school history education can not be completely called education in the above sense.