Historical consciousness is a thinking activity based on historical phenomena and historical materials, using a certain world outlook and historical view to understand and solve historical and practical problems from a macro-historical perspective.
It is an important content and advanced performance of historical thinking ability.
The cultivation of middle school students' historical consciousness has been paid more and more attention by middle school history teaching circles.
However, there are still some problems worth discussing in the subject of middle school students' historical consciousness and its cultivation:
The first is the relationship between historical thinking ability and historical consciousness.
History teaching circles in middle schools have different understandings of "historical consciousness". When talking about "historical thinking" or "historical thinking ability", it mainly emphasizes students' ability to read and draw pictures, analyze and summarize historical events, compare the similarities and differences of historical phenomena, summarize historical processes, summarize historical conclusions and demonstrate historical viewpoints. , and often ignore the cultivation of historical consciousness, an advanced form of historical thinking.
Secondly, the practical problems of cultivating middle school students' historical consciousness.
In the practice of middle school history education, there are at least two problems in the cultivation of middle school students' historical consciousness: first, due to the long-term influence of exam-oriented education, middle school history teachers in China pay insufficient attention to cultivating students' historical consciousness; Second, there is a lack of regular understanding of how to cultivate middle school students' historical consciousness.
Cultivating middle school students' historical consciousness is a core task of middle school history teaching, and it is also a common problem faced by school history education all over the world.
It is of special significance to explore the cultivation of middle school students' historical consciousness.
Over the years, I have done some research on the cultivation of middle school students' historical consciousness in history classroom teaching and extracurricular activities. A few years ago, this topic has been preliminarily studied as a school research topic.
In addition, I also made some discussions on the theoretical issues of the cultivation of historical thinking ability.
I believe that on the basis of predecessors' exploration, more scientific and standardized research can make a breakthrough in the discussion of middle school students' historical consciousness and its cultivation.
Two. research contents
Firstly, the basic connotation and explicit expression of "historical consciousness" are further studied, and then the principles and methods of cultivating students' historical consciousness in middle school history education are explored through a new round of education and teaching experiments.
The basic contents of the study are as follows:
(A) study the connotation and explicit behavior of historical consciousness
1. Study the connotation of historical consciousness
2. Study the explicit behavior structure of historical consciousness.
(2) Study the relationship between history education in middle schools and the cultivation of students' historical consciousness.
1. Study the relationship between cultivating students' historical consciousness and history education in middle schools.
2. Study the process and method of cultivating students' historical consciousness.
3. Study the evaluation method of cultivating middle school students' historical consciousness.
Three. research method
On the basis of systematic study and research on education and teaching theory, I will give full play to my specialty in exploratory teaching, make full use of campus network and personal homepage materials, and actively explore ways to cultivate middle school students' historical consciousness by combining theory with practice closely with history classroom teaching and extracurricular seminars.
The main research methods are case analysis, investigation and observation.
The innovation of this topic lies in:
First, the topic is challenging.
Cultivating students' historical consciousness is a very challenging subject in middle school history education. Exploring its methods is an urgent need to implement quality education in middle school history education, and it is also a novel topic in the field of middle school history teaching at present.
Second, boldly break the traditional history teaching mode.
In the research, we must take the brand-new education and teaching concept as the guidance, and take the form of combining lively classroom teaching with colorful extracurricular history education to carry out education and teaching practice.
Third, advanced means.
Use the campus network and personal homepage materials to give students sufficient space for autonomous learning and materials for positive thinking, and strengthen the purpose of cultivating students' historical consciousness.
Four. Research achievements and their evaluation methods
Forms of research results:
1, paper "Historical Thinking and Historical Consciousness-On the Significance of Cultivating Middle School Students' Historical Consciousness";
2. Personal website of history education;
3. Closing report;
4. Papers on students' history;
The school organizes experts and teachers to carry out appraisal.
5. Project research progress plan
1.00 200010-20065438+010: Learn and study relevant education and teaching theories, read the reference materials, and formulate the implementation plan of the research.
2.200 1 February: Start the first round of experiments.
3.20065438+02-June: Teaching experiment, perfecting research scheme.
4.20065438+August 0: Complete the first round of experiments and submit the interim results: historical thinking and historical consciousness-on the significance of cultivating middle school students' historical consciousness (paper).
5.20065438+0 September-June 2002: The second round of experiments was conducted.
6. August 2002: The final report and the website of history education were completed, and students' history essays were published.
September 2000