Professor Yu, the core member of the curriculum reform expert group of the Ministry of Education and Fujian Normal University, said: "The effectiveness of classroom teaching means that students gain, improve and make progress in their studies through classroom teaching activities.
The concrete manifestations are as follows: in cognition, students never understand to understand, from less knowledge to more knowledge, and never attend meetings; Emotionally, I have never liked it, never loved it, never been interested. Teacher Ren Pengjie, the editor-in-chief of History Teaching Reference for Middle Schools, once said: "The utility of education, fundamentally speaking, serves our lives." The author wants to talk about some superficial views on how to realize the effectiveness of history classroom teaching based on his many years of high school history teaching practice.
First, establish a new teaching concept
Teachers are the organizers and guides of classroom teaching and play a leading role in classroom teaching.
Teachers' teaching philosophy and professional quality play a key role in classroom teaching effect.
Therefore, teachers should actively participate in various training activities and strive to become researchers and practitioners with good professional quality, solid basic skills, strong awareness of teaching reform and optimization of classroom teaching.
We should put the foothold of classroom teaching on students, so that students are willing to learn, take the initiative to learn, and learn to learn.
Zankov, a famous educational psychologist in the Soviet Union, once said: "Teaching students to think is the most precious capital in their life."
Second, closely linked to the teaching objectives
The "three-dimensional goal" of the new curriculum is one of the important manifestations of the basic concepts of the national new curriculum, the refinement and concretization of curriculum standards, the basic law of students' all-round development, personality development and lifelong development, and the overall requirement of the times for the cultivation of basic learning ability, developmental learning ability and innovative learning ability.
It not only has the guiding function of guiding teaching practice, but also is the objective basis of teaching evaluation.
Whether the teaching behavior of history teachers can reflect the requirements of the new curriculum for teaching objectives determines the success or failure of history teaching to a great extent.
Therefore, lesson preparation should be based on curriculum standards, and the design of teaching activities should fully implement the "three-dimensional goal". We should read, analyze and examine the teaching materials from the students' point of view, so as to make the lesson preparation conform to the students' physical and mental development.
Preparing lessons is the first link in classroom teaching, and only a good script can have a wonderful performance.
Third, cultivate students' interest in history class and historical thinking ability.
Interest is the best teacher, it can make people unconsciously observe and study something.
Therefore, teachers should try their best to stimulate students' interest in history class, which is the premise to realize the effectiveness of history classroom teaching.
So, how can we cultivate students' interest in history class? The author believes that the key lies in cultivating students' sense of accomplishment and self-confidence in learning history.
Thorndike, a famous psychologist, thinks in his effect law that if people get satisfactory results in their work or study, they can enhance their sense of self-efficacy and build up their self-confidence, thus enhancing their motivation and stimulating their interest.
Suhomlinski also said: "The joy of success is a huge emotional force, which can promote children's desire to study hard", "Without this force, any ingenious measures in education are useless".
In addition, in the teaching process, teachers can cultivate students' thinking ability by introducing novel puzzles, colorful activity designs, problem designs that inspire thinking, innovative exercise designs, demonstrations of teachers' thinking process, demonstrations, evaluations and analysis of students' thinking process, the connection between history and reality, wonderful classroom summary and correct learning guidance, which is the main method to realize the effectiveness of history classroom teaching.
Fourth, stimulate students' original knowledge and experience and advocate new learning methods.
Constructivism holds that learning is an active construction process based on students' original knowledge and experience.
Without students' original knowledge and experience, learning will not happen, new knowledge will be isolated, incomprehensible and soon forgotten, and naturally the effectiveness of classroom teaching will not be realized.
Therefore, the teaching of new historical knowledge must stimulate students' original knowledge or experience.
In addition, learning methods such as receptive learning, rote memorization and mechanical training can't let students explain the unknown with what is known, nor can they learn from history. When they see new situations, new materials and new problems, they are at a loss.
Therefore, we should advocate autonomous learning, cooperative learning and inquiry learning.
Cooperative learning should have a clear division of responsibilities so that students can communicate effectively.
In inquiry learning, students can find problems independently, master the methods of solving problems and gain emotional experience by setting up problem situations.
Fifth, create a democratic and relaxed classroom atmosphere.
Psychologist Rogers once pointed out that only when a person feels "psychological security" and "psychological freedom" can his creativity be maximized and developed.
Pedagogical research also shows that people can have rich imagination only in a relaxed and free mental state, and only in this way can they produce spark-like creative thinking.
Therefore, it is essential to create a democratic and relaxed classroom atmosphere in order to realize effective teaching in history classroom teaching.
To create a democratic and relaxed classroom atmosphere, we should not only respect each student, but also guide them according to their psychological characteristics, relieve their ideological concerns, and let them dare to express their views and learn to appreciate them.
Sixth, improve the effectiveness of asking questions in history class.
The success of asking questions in history classroom is directly related to the effectiveness of history classroom teaching. Therefore, history teachers should strive to improve the effectiveness of asking questions in history class.
The specific requirements are: First, the problem design should not be too difficult or too easy.
Design more questions that will not make students "sit on the ground and pick peaches" or "you can't pick peaches by taking a ladder", but can make students "jump up and pick peaches".
Second, express the problem accurately.
Third, ask questions according to people.
According to the difficulty of questions and students' expressions, students of different levels are selected to answer, so that students of all levels and types can do their best and get their place in the classroom.
Fourth, change the way of asking questions.
Persuasive questioning can be used, that is, a complex and difficult historical question is decomposed into a series of simple and easy-to-understand small questions, and students are guided to answer them one by one. It can also be used to ask questions in a roundabout way, or students can ask each other questions and ask teachers questions.
Fifth, set aside waiting time.
The waiting time depends on the type of question and the students' reaction.
Sixth, pay attention to students' answers and reactions.
Don't interrupt the students' answers easily. Interrupting students' answers is not conducive to creating an atmosphere in which students actively participate.
Even if the students go in the wrong direction, don't interrupt immediately.
Sometimes other students may learn from this mistake.
Seventh, make timely evaluation.
Teachers should not only evaluate the content of students' answers, but also evaluate their expressions and attitudes.
Seven, the rational use of teaching materials
First, make good use of the contents of "material playback" and "historical horizon" in the textbook.
By doing so, on the one hand, the difficult problems in the teaching process are easily solved, and students can easily master knowledge; At the same time, it also lightens the burden on teachers and relieves them of the pain of looking for information everywhere. Another advantage is that the materials in these books often appear in many test questions, which is also very helpful to improve students' test scores.
Second, textbook knowledge is material and problematic.
That is, teachers ask questions according to the important clues of textbook knowledge, and let students read the textbook content around the questions as teaching materials and conduct inquiry and analysis.
This not only lightens teachers' burden, liberates teachers from tedious and lengthy narration, but also saves students, liberates students from boring and passive acceptance, and more importantly, increases students' thinking content, which is conducive to the continuous improvement of students' thinking ability.
Eight, pay attention to the development and utilization of curriculum resources.
In history classroom teaching, we should pay attention to the development and utilization of curriculum resources around us, so that teachers can teach effectively and students can learn effectively.
First, develop community resources and strengthen historical intuition.
Community teaching resources are divided into tangible resources such as manpower, material resources, information and organization and intangible resources such as community culture, community identity and sense of belonging. Second, explore material resources (pictures, videos, objects, newspapers, literary works, etc.). ) Reflect historical diversity from multiple angles; Third, fully develop human resources (teachers and students) to show the freshness of history.
To sum up, realizing the effectiveness of history classroom teaching is not only a teaching idea under the background of the new history curriculum reform, but also a teaching practice model and value pursuit. History teachers should, under the guidance of correct education and teaching ideas, achieve the best classroom teaching effect and promote students' better development through the effective behavior of teachers and students in the classroom.