First of all, we have a new understanding of the nature of high school history curriculum.
"New Curriculum Standard" points out: "The history course in ordinary senior high schools is a basic course to explain the development process and laws of human history from the perspective of historical materialism, further cultivate and improve students' historical consciousness, cultural quality and humanistic quality, and promote students' all-round development." It reveals the nature and characteristics of high school history curriculum more scientifically: "Explain the development process and law of human history from the perspective of historical materialism", and stipulates the guiding ideology and content of high school history curriculum; "Further" emphasizes the continuation of high school history study on the basis of junior high school history study; "Cultivating and improving students' historical consciousness, cultural quality and humanistic quality, and promoting students' all-round development" reveals the ultimate goal of promoting students' all-round development in high school history teaching.
Since 1996, the former State Education Commission has issued an independent history syllabus for senior high schools. Although it was revised many times later, the understanding of the nature of high school history curriculum has not changed much: in April 2002, the 1 version of the high school history syllabus pointed out: "History is a discipline that is closely related to human activities in politics, economy, culture and society. In fact, the definition of the nature of high school history curriculum in the syllabus is a definition of the nature of "history" and an academic description. It is also applicable to the history course in the university stage, but in fact it does not recognize the nature of the history course in senior high school.
Comparatively speaking, the new curriculum standard reveals the purpose of high school history curriculum more scientifically.
Secondly, we have a new understanding of the teaching purpose of history course in senior high school.
To sum up, the new curriculum standard describes the purpose of history teaching in senior high schools from three aspects: ① knowledge education and discipline ability training: "revealing the basic process of human historical development from different angles, and showing the rich historical and cultural details in the process of human development through major historical events, people and phenomena"; "Make students understand the basic context of the development of human society, sum up historical experience and lessons, and inherit excellent cultural heritage"; "Learn to analyze and solve problems with Marxist scientific historical view; Learn to understand and think about the relationship between people, people and society, and people and nature from a historical perspective. " ② Emphasize the process and method of history learning: "Learn more about the general process of history learning. Learning history is a process from perceiving history to accumulating historical knowledge, and then deepening the understanding of history and reality; At the same time, it is also a process of active participation and learning. " "Master the basic methods of history learning. Learn the basic viewpoints and methods of historical materialism and strive to combine theory with history; Pay attention to inquiry learning, be good at finding problems from different angles and actively explore ways to solve them; Develop the study habit of independent thinking, and be able to compare, summarize and explain what you have learned comprehensively; Learn to cooperate with others, especially with people with different opinions. " ③ Cultivate positive emotions and values: "carry forward the national spirit"; "Pay attention to the historical destiny of the Chinese nation and all mankind"; "Cultivate students' sound personality and promote the healthy development of personality"; Improve the humanistic quality and form a correct world outlook, outlook on life and values, so as to better develop in an all-round way in morality, intelligence, physique and beauty. " Combined with the provisions of the new curriculum standard on the teaching content of high school history and the suggestions put forward for high school history teaching, the new curriculum standard pays more attention to the latter two, which embodies the new concept of "student development as the center".
Summarizing the description of teaching purpose in the syllabus can also be summarized into three aspects: basic knowledge, basic ability and ideological education. Combined with the provisions of the syllabus on the teaching content and the suggestions on the history teaching in senior high schools, the syllabus pays more attention to the teaching of basic knowledge, which embodies the concept of "taking basic knowledge as the center". To tell the truth, in many years of teaching practice, I realize that the outline lays too much emphasis on ideological education, which easily leads to students' resistance to ideological education and fails to fully reveal the educational function of history in the formation of people's values and emotional cultivation.
In a word, the provisions of the new curriculum standard on the teaching objectives of high school history are a major development of the provisions of the syllabus on the teaching objectives. The traditional syllabus takes the subject system as the core to express the knowledge points and teaching requirements of the subject, and often adopts abstract methods such as "preliminary understanding", "understanding", "mastery" and "application" to the ability and teaching requirements, lacking clear guidance, so that teachers can know exactly how many students should achieve. The New Curriculum Standard embodies the development of students' knowledge, skills, attitudes and abilities, thus defining the basic standards to be achieved in the teaching of educational history in senior high schools.
Thirdly, it reveals the new concept of history teaching in senior high school.
"New Curriculum Standard" comprehensively expounds the concept of history teaching in senior high school with considerable space:
"According to the characteristics of history discipline and history teaching, the history curriculum in ordinary high schools gives full play to the function of history education, respects history, pursues truth, absorbs the outstanding achievements of human civilization, carries forward the spirit of patriotism and cultivates the sentiment of caring for mankind. Through history study, students can enhance their historical awareness, learn historical wisdom, broaden their horizons, understand the development trend of China and the world, and enhance their historical insight and sense of historical mission. "
"In terms of system construction, ordinary high school history courses not only pay attention to the connection with junior high school courses, but also avoid simple repetition and follow the law of high school history teaching; In the choice of content, we should adhere to the foundation and the times, closely link with real life and social development, pay attention to students' lives and all-round development. "
"The curriculum of history in ordinary senior high schools embodies diversity, providing students with more choices of studying history from multiple perspectives, levels, types and forms, which is conducive to the healthy development of students' personality. "
"The design and implementation of history courses in ordinary senior high schools is conducive to the change of students' learning methods, advocating students' active learning, giving full play to students' subjectivity, enthusiasm and participation in a diversified and open learning environment, cultivating students' ability to explore historical issues and seek truth from facts, and improving students' innovative consciousness and practical ability. "
"The design and implementation of the history curriculum in ordinary senior high schools is conducive to the renewal of teachers' teaching concepts and the transformation of teaching methods, and to the flexible use of diversified teaching means and methods to create the necessary premise for students' autonomous learning."
"The design and implementation of history courses in ordinary senior high schools is conducive to improving the evaluation of history teaching, forming an evaluation system with the goal of evaluating students' comprehensive quality, and fully realizing the function of history teaching evaluation. "
The original "syllabus" does not contain the content of "teaching philosophy".
Learning and understanding these new teaching ideas and putting them into practice are conducive to the implementation of innovative education, and in fact, they are the true colors of history teaching in senior high schools.
Fourthly, the idea of developing history teaching resources is new.
"New Curriculum Standard" points out that "all factors that are beneficial to the realization of curriculum objectives are curriculum resources. History curriculum resources include not only textbooks, teaching equipment, libraries, museums, the Internet, historical sites and cultural relics, but also human resources such as teachers, students, parents and people from all walks of life. The level of utilization and development of curriculum resources is closely related to the quality of teaching. Making full use of and developing history curriculum resources is conducive to the realization of history curriculum goals. " "Encourage and advocate different regions and schools to use and develop history curriculum resources according to their actual conditions."
According to the information I have, this is a complete and accurate summary of the concept of "middle school history teaching resources". It broadens the horizons of teachers and students in the process of high school history teaching, enlightens their thoughts and solves the problem of insufficient "history textbooks" in the traditional sense. At the same time, it also leaves a broad space for teachers' creative teaching and students' creative learning in high school history teaching.
Fifth, the teaching content of history is new.
In a sense, the teaching content stipulated in the original history syllabus of ordinary high schools is actually a repetition of history teaching in junior high schools, and it is still a "general history" teaching at home and abroad.
The new curriculum standard adopts the form of "module" and "special history", which divides Chinese and foreign history into 25 special topics in politics, economy, ideology and culture, making it a compulsory course. Through the study of compulsory history courses, students can learn to understand the relationship between the overall situation and the local situation in historical development from different angles, and dialectically understand the internal relations between history and reality, and between China and the world; Learn to find, analyze and solve problems from different angles. So as to cultivate students' 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. The history elective course stipulated in the new curriculum standard has six learning modules: review of major historical reforms, modern social democratic thought and practice, war and peace in the 20th century, comments on Chinese and foreign historical figures, exploration of historical mysteries, and gathering of world cultural heritage.