After a year's study and practice of new curriculum reform, the author realizes the necessity and importance of classroom teaching design. Classroom teaching design refers to the concept and scheme of classroom teaching under the guidance of teaching ideas and teaching theories under the background of new curriculum. It is a lesson plan carefully formulated by students to achieve teaching goals and show their academic progress, not just a textual lesson plan. Classroom teaching design is necessary and important, because classroom teaching is the basic way to implement school education. As the implementation plan of classroom teaching activities, classroom teaching design is an important guarantee and prerequisite to achieve the expected teaching goals. "everything is established in advance, and it will be abolished if it is not predicted", so it can be said that the classroom teaching design that conforms to the new curriculum concept is the key to the success or failure of the new curriculum reform in practice. Combining the new curriculum concept with my teaching practice, the author thinks that the teaching design of high school history classroom under the new curriculum background should and must pay attention to the following aspects:
First, in the design of teaching objectives, we should strictly follow the "History Curriculum Standard" (experiment) of ordinary senior high schools and rely on the "Guiding Opinions on History Teaching of New Curriculum in Anhui Province" to seriously study the teaching materials and students' situation, and comprehensively integrate and implement the "three-dimensional objectives".
"History Curriculum Standards" embodies the will of the state, the basic requirements of the state for high school students in knowledge and skills, processes and methods, emotional attitudes and values, and is the basis and regulation of high school history teaching activities. Only by learning the new curriculum standards can teachers understand the nature, basic ideas, design ideas, curriculum objectives, content standards, teaching suggestions and evaluation suggestions of the curriculum. The goal of the new curriculum refers to the results to be achieved in this curriculum, which is the starting point and destination of the curriculum, determines the value orientation and goal orientation of the curriculum, and is one of the main signs of the innovation of the new curriculum concept. Guiding Opinions on History Teaching is the basic basis for teaching, academic evaluation, graduation and entrance examination of this subject based on the actual situation of high school education in our province and the study of relevant documents, curriculum standards and teaching materials. Judging from the setting of teaching objectives, the history curriculum standards and the Guiding Opinions on History Teaching are highly unified and related, and both clearly put forward the three-dimensional curriculum objectives of "knowledge and ability, process and method, emotional attitude and values". Therefore, when designing classroom teaching, teachers must firmly grasp the "standards" and "foundations" of "History Curriculum Standards" and "Guidance Opinions on History Teaching". Only in this way can the new curriculum goals be truly realized.
Take the US Constitution 1787 as an example. This is the seventh question in the compulsory course of high school history. The curriculum goal set by the history curriculum standard is to "tell the main contents of the American Constitution 1787 and the power structure of federalism, and compare the similarities and differences between the American presidential system and the British constitutional monarchy". The goal (learning requirement) of "Guiding Opinions on History Teaching" is to "understand the main contents, characteristics and functions of the US Constitution 1787; Know the power structure of federalism; Understand the American presidential system; Compare the similarities and differences between the American Republic and the British constitutional monarchy, and feel the human political wisdom of the principle of "restriction and balance" in the Constitution of 1787. " Comparatively speaking, on the one hand, Guiding Opinions on Teaching History Discipline strictly follows the history curriculum standards, on the other hand, it refines, expands and sublimates the objectives of the history curriculum standards, making the new curriculum objectives more in line with the teaching reality of ordinary high schools in our province. Because the new curriculum pays special attention to and emphasizes changing the traditional curriculum.
"The tendency to pay too much attention to knowledge transmission" emphasizes that students should gradually form a positive and active learning attitude, learn to learn and form correct values through teaching and learning. Therefore, when considering and designing the teaching objectives of this course, we should take a "three-pronged approach" and tilt towards "process and method" and "emotional attitude and values" appropriately. Therefore, in the teaching design of "three-dimensional goal" of "American Constitution 1787", the author pays more attention to the latter two, and designs a mode of cooperative discussion by students in groups to discuss "how the federal government of the United States carries out institutional innovation under the guidance of enlightenment and combined with the national conditions ... (separation of powers and balance of constraints ...).
)? "This inquiry is to implement the goal of" process and method "; What are the similarities and differences between British parliamentary system and American presidential system? What is the fundamental difference between China's feudal monarchy and British parliamentary system and American presidential system? This comparative topic can guide and inspire students to understand that capitalist democracy is also the essence of human political wisdom, and democratic politics is also diverse and unique, which is also of reference significance to the construction of socialist democratic politics in China.
In order to carry out the goal of "emotional attitude and values". In short, when teachers make three-dimensional goals, these three-dimensional goals can be made separately, but in the specific application process, they are an inseparable organic whole. Of course, the distribution and status of three-dimensional goals in specific classes are also different. Some courses are more instructive, while others are more informative. However, no matter what class, teachers must attach importance to the teaching design of "process and method" and try their best to tap and sublimate the goal of "emotional attitude and values".
Second, in the design of teaching content, we should optimize the teaching content comprehensively and accurately, and highlight the key and difficult points of teaching through problem-based design.
The so-called teaching content can be divided into course content, teaching material content, classroom teaching content and so on. The teaching content of history curriculum standard refers to the subject knowledge selected according to certain principles in order to achieve the curriculum objectives. The content of the new curriculum textbook refers to the subject knowledge of organizing the curriculum content in the textbook according to certain principles; Classroom teaching content: namely, curriculum resources refer to all kinds of knowledge (information) that are taught to students based on courses and teaching materials and combined with various realities in order to achieve teaching objectives. The contents of the three are also highly dialectical and unified. The content of the new curriculum textbook is compiled according to the content requirements of the new history curriculum standard, showing the characteristics of new viewpoints, new materials, new structures, new contents and high requirements. However, the teaching content of the new textbook appears in the form of modules and topics, and each module and topic is systematic. For example, the arrangement of the topic of the compulsory I political module follows the way of "China first, post-world, post-ancient, post-postmodern", which is not entirely the natural time sequence of things' occurrence and development, so it is illogical, "chaotic" and gives people the feeling of "scattered". How to make the teaching content "scattered in form but not in spirit" and improve the teaching efficiency, we need to grasp all modules and topics completely and accurately in the design of teaching content, and optimize them to make them thematic, intensive (seize the key points and make bold choices), structured and hierarchical.
For example, compulsory one of high school history is a module with typical historical facts of political and institutional development in China and the world history as its main content, and institutional innovation is a main thread throughout. In the teaching design of compulsory one, the author reorganizes the knowledge system of compulsory one and reconstructs three main lines for teaching: main line one: the history of political system (China and the West), with four themes, namely, the history of ancient political system in China (special topic 1), the political system in ancient Greece and Rome (special topic 6), modern western representative system (special topic 7), scientific socialism and Russian October socialism. Main line 2: The history of democratic revolution in modern China and the political system in modern China have three themes, namely, the struggle of safeguarding national sovereignty in modern China (topic 2), the democratic revolution in modern China (topic 3) and the political system in modern China (topic 4); Main line 3: Modern China's diplomatic history and the trend of world multipolarization have two themes, namely, China's foreign relations in modern times (topic 5) and the trend of world multipolarization today (topic).
Question 9). Through the optimized design and teaching of the knowledge structure of compulsory politics module, its theme is clearer, its focus is more prominent, its structure is clearer and its levels are more distinct. Practice has proved that it is more conducive to teachers' teaching and students' learning.
For example, when dealing with the relationship between modules, some teaching contents can be optimized. For example, the political construction of compulsory one in modern China, the road construction of Socialism with Chinese characteristics for the reunification of the motherland and compulsory two, the multipolarization trend of today's world political structure and compulsory two are closely related to the globalization trend of today's world economy, the democratic revolution of compulsory one in modern China and the ideological emancipation trend of compulsory three. In teaching design, the author can often start from their interrelated characteristics, draw lessons from them appropriately, make overall plans, and integrate relevant contents for teaching, so that the teaching effect is more remarkable, and it is easier for students to fully grasp and understand the course content, thus improving the learning effect.
When it comes to specific class hours under special topics, on the basis of a complete and accurate understanding of the teaching content, the author further clarifies the teaching key points and difficulties, and designs them into solvable problems, so that the teaching key points and difficulties can be solved by problems, which is a routine treatment method of the author in the design of teaching content.
For example, in the lesson "The Rise of Modern National Industries in China", the deep-seated reasons for the difficulties in the development of modern national industries in China are both important and difficult. How to break through this key and difficult point, the author has designed two questions: "Compared with the period of 1895- 19 18, what are the benefits to the development of national capitalism?" ; "Try to analyze the unfavorable conditions for the development of heavy industry and the relatively favorable conditions for the development of light industry in China from the aspects of capital, technology, talents and market. On this basis, what do you think are the main characteristics of China's national capitalist economy? " . From the discussion and solution process of classroom problems, these two problems are helpful for students to break through the key and difficult points of the teaching content of this course. Of course, when designing teaching problems, we must pay attention to scientificity, challenge, openness, thinking, hierarchy and guidance.
Thirdly, in the design of teaching form, students should be "independent, cooperative and exploratory", and teachers' teaching methods should be scientific, reasonable and diverse;
"The ultimate goal of education is to cultivate people, so our center is how to deal with the most basic relationship in schools-the relationship between teachers and students." One of the goals of the new curriculum reform is that teachers must change the single and passive teaching methods in the past, establish and form diversified teaching methods that can give full play to students' subjectivity, and closely combine receptive learning with research learning, experiential learning, inquiry learning and practical learning to promote the perfect development of students' creativity and personality. Therefore, when designing the teaching form, on the one hand, teachers should let students "be independent, cooperative and explore" geoscience, on the other hand, teachers should choose teaching methods scientifically, reasonably and diversely, and carry out teaching according to local conditions.
In the design of teaching forms, no matter what kind of learning methods students adopt, no matter what kind of teaching methods teachers adopt, we must do a basic job, that is, analyze the learning situation. Scientific and objective analysis of learning situation is the basic requirement and important basis of teaching design under the background of new curriculum, and it is also the premise of highlighting students' subject teaching. For example, when preparing the teaching design for the compulsory course "Developing Asia-Pacific" for Jiaxing Historical Base, the author analyzed the learning situation like this: "This course mainly involves three major economic regional cooperation organizations, namely ASEAN, NAFTA and APEC. Because students lack the knowledge system of modern world history and related political disciplines, it brings certain difficulties to the teaching of this course. At the same time, students are in the tide of contemporary regional economic collectivization and global economic integration, and have learned the ninth compulsory question, the multipolarization trend of today's world political structure. More importantly, after the reform and opening up, especially after joining the WTO, China actively participated in and integrated into this trend. In addition, after a period of new curriculum study, students' historical understanding, analysis, generalization and comparison ability have been improved, which has laid a certain foundation for autonomous learning of this course. "On the basis of this analysis of learning situation, the teaching design can vary from person to person and be targeted.
Generally speaking, when students are "independent, cooperative and inquiring", the author often adopts such a learning (teaching) process: that is, "asking questions (theme analysis)-looking for them in textbooks or new situations-looking for them from the history around them-launching research". The inquiry questions designed by the author in the teaching design of the above compulsory course "Developing Asia-Pacific" (June 65438+1 October1day, 2004, the North American Free Trade Agreement signed by Mexico, the United States and Canada has come into effect 10. According to the above materials, what do you think are the advantages and disadvantages of Mexico (a developing country) joining regional economic groups? It has been more than five years since China joined the WTO. Do these advantages and disadvantages exist today? For example. "), can also roughly reflect the process of learning (teaching). Teachers should not only focus on the problem itself, but also design how to guide by direction, by learning methods, and dynamically grasp the inquiry process in order to discover and solve new problems. Teachers should be the organizers, promoters, participants and collaborators of students' learning. When exploring problems in teaching design, we should pay attention to prevent the following unhealthy tendencies: "exploring" everything, denying acceptance, observation and imitation learning; Regardless of students' knowledge and ability reserves, there is no specific goal, completely let go, let students imagine out of thin air, argue without evidence and so on.
On the other hand, teachers must choose scientific, reasonable and diversified teaching methods in teaching design. Generally speaking, the conventional teaching methods are: lecture method, scene reappearance teaching mode, question inquiry method and so on. The relationship between various teaching methods is not exclusive, but interrelated and complementary. Babanski thinks: "The concept of optimizing the comprehensive application of various methods is always concrete (not all-inclusive), and those methods that are very successful and effective for some conditions may not be suitable for other conditions, other topics and another form of learning." Specifically, for example, "teaching method" is the most traditional and basic history teaching method. Under the background of the new curriculum, this method still has its own characteristics and advantages, such as in some concepts (such as "semi-colony" and "primitive accumulation of capital"), systems (such as "enfeoffment system" and "representative system") or historical theoretical methods (such as "dialectical materialism" and "Therefore, in the design of teaching methods, teachers must fully consider the teaching content, teaching objects, teaching environment and so on.
Fourth, in the teaching summary, the reverberation is endless for three days, and I am good at reflection.
Teaching reflection refers to teachers' purposeful examination of their completed teaching practice activities, rational thinking and guidance for future teaching. Teaching reflection is necessary, because any teaching design is suspected of being "an armchair strategist" and "theory divorced from reality". Teaching design and "original ecological classroom" are often not completely unified, they used to be very different. Because the classroom is dynamic, "every class is a different river". This requires us to comprehensively summarize and reflect on the gains and losses of teaching and learning from the aspects of students' learning style, teachers' teaching behavior and after-class learning results. Therefore, it can be said that in the trend of new curriculum reform, the teaching design without reflection is incomplete, unscientific and unreasonable. In this sense, reflective teaching is also an important part of classroom teaching design and must be paid attention to.
For example, it is an important concept of the new curriculum to go out of the classroom to conduct field investigation, cultivate students' ability to collect information and social practice, and at the same time let students get close to society and life. Therefore, the new curriculum also encourages teachers to advocate students to carry out social practice learning. But whether a topic is suitable for social practice learning depends on whether it has some necessary conditions (such as a lot of time, students' interest ability, etc.). ) and whether the topic is valuable. When designing the teaching of the course "Changes in Material Life and Customs", the author drew lessons from four social practice topics designed by others: "Collectors used clothes, held an exhibition of used clothes, and felt the charm of clothing culture" and "What traditional dishes were preserved in Jiaxing area? Experience a Western-style meal, investigate the Western-style buildings preserved in Jiaxing, attend a wedding, and visit the elderly to compare the changes of marriage customs in Jiaxing in the past 100 years. However, in classroom teaching, students say, "I have no money to eat Western food, so I will teach you. "
Treat? ! Only then did I reflect and realize that this is an impossible teaching goal, which is not in line with the actual social practice learning, and the value of practice is relatively shallow. In fact, these four social practice problems are just "going through the motions" in the classroom, what's more, it is impossible for students to spend a lot of time and energy on social practice before the final exam. Therefore, in the process of after-class teaching reflection, I summarized the following reflections: I suggest that on the basis of directly presenting some new situational materials, these practical topics should be deleted or changed to organize students to have a general discussion; We should use social surveys carefully; The essence of the above problems is that I haven't fully understood the spirit of the new curriculum reform, and I'm a little blindly following the trend and excessively pursuing formal issues.
Therefore, in the practice of new curriculum teaching, we must study deeply and understand the essence. Only by continuous reflection in practice can we grow continuously.
To sum up, under the background of curriculum reform, the focus of history teachers' classroom teaching design should be on defining teaching objectives, defining teaching contents, planning teaching process, creating problem situations and reflecting on teaching gains and losses, so as to promote the all-round development of students' minds. In addition, teachers should also pay attention to the compilation and practice of situational exercises, and the comprehensive evaluation of students' learning process and effect. The new curriculum reform is a gradual process, and there is no immediate panacea.
If you don't accumulate steps, you will be thousands of miles away; If you don't accumulate small streams, you won't be a river. As long as we persevere in the new curriculum reform, constantly consciously study, summarize, reflect, discard the false and retain the true, keep pace with the times in innovation, and constantly strive to practice the goal of being a friendly, learning, researching and reflective teacher, then the new curriculum will surely bear fruitful results.