Reflection on Roosevelt's New Deal Teaching (I)
In May this year, I participated in the "Double Excellent" class and gave a lecture on "Roosevelt's New Deal" in the history of senior one. Curriculum standard is to list the main contents of Roosevelt's New Deal, understand its characteristics and explore its role in the formation of capitalist self-regulation mechanism. According to the three-dimensional teaching objectives, it can be divided into several points ... This lesson is a very important one whether from the examination or from its historical influence. However, the history of students in my class is generally poor, and most of them have little impression on the general history content of junior high school. Now the content of the class is similar to that of junior high school. We should not only understand and master the most basic concepts and knowledge, but also make a relatively in-depth analysis, so that students can think and solve problems independently. How to set out from the actual situation of the class and meet the requirements of the class standard within 45 minutes, so that students can remember the important basic knowledge and understand the relevant content ... I made a little attempt.
When talking about the five measures of Roosevelt's New Deal, I asked students to understand the New Deal in a role-playing way:
First of all, the question speculates: after Roosevelt was elected president, what medicine was used to treat the terminally ill American economy?
Some scholars believe: "The important reason why Roosevelt made remarkable achievements is that he has a unique' think tank' in American history and can give full play to its role." His think tanks include university professors, social workers, workers' activists, lawyers and financiers. It was these think tanks that became the main ideological source of Roosevelt's decision-making.
Role-playing: If the students here are members of Roosevelt's "think tank", please advise President Roosevelt.
Role-playing not only stimulates students' interest, but also cultivates students' cooperative spirit and language organization ability, which I think is the most desirable.
Reflection on Roosevelt's New Deal Teaching (Ⅱ)
The standard requirement of this course is to "list the contents of Roosevelt's New Deal, understand its characteristics and explore its role in the formation of capitalist self-regulation mechanism." In the teaching process, how to accurately understand and implement the curriculum standards is very important, and how to reflect on students' learning at all times in the teaching process is even more important. Specifically, "understanding the characteristics of Roosevelt's New Deal and exploring its role in the formation of capitalist self-regulation mechanism" in the curriculum standard is the focus and difficulty of this class, while "listing the contents of Roosevelt's New Deal" only allows students to draw conclusions and understand through learning and inquiry.
In the process of teaching, I introduce teaching materials such as words and pictures to guide students to understand every content of the New Deal. At the same time, teachers have infiltrated the idea of "state intervention in the economy", which is the characteristic of the New Deal, in the process of guiding students to use every content of teaching material analysis, and analyzed them one by one from five aspects: finance, industry, agriculture, social relief, "work for relief" and social legislation. The differences and changes in the relationship between government and economic development under the policy of "laissez-faire" and "state intervention in the economy" allow students to experience and understand themselves and draw conclusions from them. Through such teaching design and gymnastics, students can analyze the characteristics of Roosevelt's New Deal by themselves under the guidance of teachers. Similarly, when dealing with the role of Roosevelt's New Deal, with the help of appropriate charts and pictures, such as the "histogram of industrial production change" and "histogram of unemployment rate change" in the United States during the New Deal, students can look at the pictures themselves, and teachers can guide students to read out the changes. Finally, students can successfully conclude that the impact of the New Deal on the American economy is "to make the American economy begin to recover and gradually get rid of the crisis."
After studying the content, characteristics and functions of the New Deal, in order to guide students to understand the New Deal from the perspective of global history and avoid students from looking at historical issues in an isolated and static way, I introduced relevant materials on the rapid economic development under the planned economy system of the Soviet Union in the 1930s. On the one hand, I let the students feel that after the formation of the world market, governments of various countries will continue to learn from each other in the process of economic development. Let students understand the importance of openness, tolerance and mutual learning in modern society. On the other hand, it is necessary to horizontally link the economic development strategies of China and the United States in different periods and under different backgrounds, and realize that the light of human wisdom reflected by each country in solving its own economic development in light of its own national conditions is equally valuable and will remain in history forever. From this point of view, students can be guided to abandon the influence of class and ideology, re-recognize, re-experience and re-reflect Roosevelt's New Deal from the perspective of the development and progress of human civilization, and then gain more experience and experience.
In the above teaching process, the historical situation created by teachers can not only stimulate and mobilize students' initiative to explore and analyze problems, but also cultivate students' ability to read materials, analyze and extract information to solve problems. After such well-designed classroom teaching, teachers are no longer "spoon-feeding" and "talking", but leaders and collaborators who guide and guide students and cooperate with students' inquiry. Students are no longer bystanders and listeners, but really become the main body of the classroom and the main body of learning and inquiry activities. In this learning process, students' awareness and ability to think bravely, explore actively and break through innovation are gradually cultivated, and the educational effect of improving students' comprehensive quality is truly achieved.
The breakthrough of this difficult point "The Role of the New Deal in the Formation of Capitalist Self-regulation Mechanism" needs careful consideration. The implementation of the New Deal has not made the United States move from one pole of "complete laissez-faire" to the other pole of "state intervention", and the process of this reform is not an either-or simple change. "Completely laissez-faire" does not mean non-intervention, and "comprehensive intervention" is not a comprehensive intervention that gives up market regulation. In order to avoid this binary opposition, it is necessary to explain clearly the historical development of the United States and its economic thought before the New Deal.
As far as liberal theory is concerned, its purpose is to liberate individual potential to the maximum extent, and it does not exclude state intervention. Liberalism is indeed a negative view of state intervention in the economy, but it is not completely let go. An important reason why Adam Smith opposed the government's intervention in the economy was that the ruling aristocracy at that time did not understand the economy and would only lead it astray.
Since the founding of People's Republic of China (PRC), Americans have been wary of the abuse of government power and the threat to democracy. With the completion of the second industrial revolution, they found that the threat came more from monopoly capital, and what needed to be solved was the economic problems and social contradictions brought about by industrialization, and only the government could contain this monster, so they turned to the government to seek ways to solve the contradictions. The progressive movement, which lasted for more than ten years at the beginning of the 20th century, was actually an attempt and an experimental stage for the American government to intervene in the economy. Among them, theodore roosevelt won the reputation as an anti-monopoly fighter because of the anti-monopoly case and the split of Rockefeller Mobil Oil Company. Since then, during President Wilson's administration, many policies of federal government intervention in economic development have been adopted. Unfortunately, the progressive movement was interrupted by the First World War. After the First World War, the United States ushered in the prosperity of the 1920s, but behind the prosperity were the accumulation of problems and the escalation of contradictions.
In the face of the Great Depression, the New Deal went to war economically. The government intervenes in industry, agriculture, commerce, finance and other industries, but it does not directly take over the economy, but coordinates. The premise of Roosevelt's implementation of the New Deal is to admit that there are problems in the American economic system, so the purpose of the New Deal is to cure diseases and revitalize the American system, not to kill it. The purpose of Roosevelt's reform is not to overthrow the current system, but to make it run smoothly.
More than half a century has passed, and history has proved that Roosevelt's own statement may be more in line with the reality of the New Deal. He said that he was looking for answers to real problems, rather than imposing transcendental answers on reality. The reform of the New Deal is to break through some rules of liberal capitalism and turn it into controlled capitalism by establishing the government's economic management power. The New Deal enabled the American economy to play a role of market regulation, while the government's intervention in the economy was strengthened and irreversible. With the above background knowledge, students will be more objective and clear in understanding the influence of the New Deal.
From a practical point of view, learning the New Deal is to better promote the reform in China today. Therefore, in terms of emotion, attitude and values, students are not taught to evaluate the New Deal in two ways, but to learn historical wisdom and strategies from it. Therefore, after the theme of each class is established, what kind of values will determine the ultimate intention and soul of a class, so whether the goals of emotion, attitude and values are implemented or not will determine the thickness and height of a class, which also requires our teachers to explore and practice constantly in combination with different teaching contents.
In the teaching process of implementing the new curriculum, we will encounter many difficulties and puzzles. Only in this way can we constantly inspire, motivate and promote our teachers to study and explore in education and teaching, constantly hone their ability to practice new curriculum concepts and standards, and constantly improve their art of implementing new curriculum and quality education.
This road, we just opened the postscript-
Reflection on Roosevelt's New Deal Teaching (Ⅲ)
This class is an excellent class in Xuchang that I attended in February _ _ _ _ _ 65438+ 10/0. Since it is an excellent course, I have re-understood and integrated the existing old textbooks of People's Education Edition, and made a bold attempt in teaching methods in combination with the new curriculum standards.
First of all, I carefully arranged my teaching ideas when preparing lessons. In the old textbooks and teaching references of People's Education Press, historical events are the main cognitive clues, but under the concept of new curriculum reform, teaching is modular, highlighting economic history topics and understanding and evaluation of historical figures. So in my lesson plan design, "Why is Roosevelt called the greatest president of the United States in the twentieth century?" Introduction, with the analysis of Roosevelt's comprehensive reform as the main content and the goal of harvesting a spirit from Roosevelt, starts teaching.
Secondly, in the design of classroom teaching process, I pay attention to let students get close to history through learning, that is, reading diversified historical texts. Students read a lot of related materials in the form of internet, books, newspapers, audio-visual and other media through pre-class preparation, which is closer to history than textbooks. Understand history, find problems and discuss problems. Many in-depth questions raised and considered in class are actually raised by students in pre-class preview and group discussion, such as "How did Roosevelt think of implementing the New Deal with the idea of state intervention?" I deeply feel that students have a deeper understanding of history in the dialogue with historical documents, classmates and teachers; Feeling history means experiencing and feeling in activities. Students are very active and open-minded. I designed a "bold assumption" link to let students imagine that they are the newly appointed President Roosevelt, and how they will explain their reform ideas to people, and let students simulate the presidential aides to talk about reform measures. This kind of experience and understanding has achieved very ideal results.
At the same time, the large-scale series program "The Rise of Great Powers ―― Crisis New Deal" widely broadcast by CCTV runs through this lesson, which not only stimulates students' interest in learning, but also organically integrates the knowledge of this lesson. Moreover, a large number of real photos used in the teaching process of this course create a very realistic historical scene for students, which greatly enhances the persuasiveness of the course viewpoint, allows students to feel and experience the historical environment at that time, realizes the internalization of knowledge, and helps to stimulate students' participation consciousness and creative thinking ability. In the process of preparing lessons, I also learned to use a software for editing movies with a computer, which can accurate the movie material I need to one thousandth of a second. In fact, I used four movies in the multimedia courseware of this class, and the limited class time decided that I could only cut it into one or two minutes. So although I am a novice in the use of film editing software, there is no doubt that this attempt has been a gratifying windfall.
In addition, many activities are designed in this course. Teachers guide students to discuss, debate and express their opinions, fully respect students' dominant position and give full play to students' dominant role. The classroom atmosphere of this class is lively, and the students' speeches are very active and enthusiastic, which shows that the setting of open-ended question scenarios fully mobilizes the enthusiasm of students to study and discuss historical issues, and can also stimulate their creative potential to the maximum extent. Especially when students are asked to summarize the concept of the New Deal through one or several simple English words, the creativity of students really amazes teachers and listeners! In my pre-class design, because "three Rs" can be found in many materials, I don't think it is a problem for students to answer these words. But in the later practice teaching, students refer to this model and combine it with the campus culture of the school. One of the naughty students put forward the word "reconstruction" and explained that it means reconstruction and restoration, that is, to restore people's confidence in the government and hope for life through the New Deal. At that time, it won applause from all the teachers and classmates in the class. In my three classes, I used different words to say this lesson plan every time. The generation of full of thoughts is the result of giving full play to students' subjectivity and stimulating their potential in class. In teaching, I fully respect students' opinions. After each discussion or comment, we can first listen to students' ideas, and guide students to draw certain conclusions from immature understanding under the premise of encouragement, so as to avoid formalism, protect students' enthusiasm for participation, satisfy students' desire for knowledge, and then cultivate students' innovative thinking ability.
Judging from the feedback of students' knowledge and the evaluation of many experts, this course is very successful. But I still feel some regrets and shortcomings myself.
In order to prepare for this course, I collected a lot of relevant materials, and also made some cuts and choices. The slides of the courseware have also been reduced from more than 40 to the last 20, but the three lessons have not really been completed according to the teaching plan. After careful reflection, I think there are two reasons: one is that there are too many problems and the classroom capacity is too large, which is doomed to be endless classes from the beginning; Second, because students are the main body of the classroom, it is difficult to really grasp the time of students' speech by implementing open and inquiry teaching. Once in class, a student talked about rising, so he simply asked the teacher to give him more time to talk. Therefore, how to find a good balance between depth and breadth, students' subjectivity and teachers' dominance needs to be further explored and tried in future work.
In addition, due to the time limit of open class in teaching, the introduction and evaluation of the connotation of Keynesian theory-Roosevelt's New Deal is too simple, and this concept is relatively abstruse, which is difficult for students to understand and achieve good classroom teaching effect. In any case, in the normal teaching in the future, it is necessary to increase the teaching time and completely supplement and explain this concept.
Another point is that the normal development of personality and education is the life of the curriculum. I aim to let students get some useful enlightenment from Roosevelt through his performance in the New Deal and his personal life. This is an excellent opportunity for the education of historical feelings and values, but the classroom is still a time factor, which has not really been carried out in depth. How many qualities of Roosevelt, such as physical disability, determination to reform and courage to challenge, have touched students and inspired their youth? I am also questioning myself, so I think history education must extend beyond the classroom.
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