That is, learners should not only understand the new knowledge they have learned, but also analyze, test and even criticize it with a speculative eye, so that it can truly become their own things. But this kind of construction takes place in the environment of communication with others and is the result of the interaction of social forces.
From a psychological point of view, the proposal of social constructivism coincides with the reform of history teaching. It systematically and organically applies some important theories and thoughts of contemporary educational psychology to history teaching, which fully embodies the essence of humanism: respecting students' personal feelings and needs, emphasizing the study of true personal meaning, and advocating comprehensive education including cognition and emotion. This model confirms the influence of students, teachers, tasks and environment on the learning process. Of course, students in the central position are the main body of knowledge construction, while teachers, tasks and environment are the intermediary factors and external environment that constitute learning, and they also play an extremely important role in the construction of learners' personal knowledge. These four aspects are an interrelated and interactive organic whole.
At present, with the comprehensive promotion of quality education and the deepening of history teaching reform, the ideas revealed by constructivism have at least the following four practical inspirations for our educators:
1. Pay more attention to students' main role, provide process and experience, and let students construct their own meanings, instead of letting them completely accept ready-made knowledge and go straight to the results.
2. The change of teachers' role should be liberated from the core role of imparting knowledge in the past, focusing on learning ability and promoting the harmonious and healthy development of students' overall personality. Teachers, that is, the promoters of students, should be the core characteristics of teachers' role characteristics.
3. To make teaching educational, we must make the learning process full of real personal significance, promote the all-round development of learners, and develop learning ability, positive emotional factors and healthy personality.
4. Teachers' own learning. Constructivism is also suitable for explaining teachers' cognitive process. Teachers form and constantly update their knowledge and beliefs about teaching and learning in their own experience, thus dominating their teaching behavior.
Accordingly, in teaching, teachers should first make clear their role in students' knowledge construction, take tasks as a link, effectively create an environment, link students with learning, make teachers, students, tasks and environment interact in a dynamic process, reflect their scientific and modern teaching ideas, and complete the knowledge construction in students' learning.
Second, the role of teachers
Teachers are first and foremost researchers. Teachers can be divided into three categories according to their qualities: "orators". Only familiar with the professional knowledge of this subject, but do not understand the teaching methods and skills; "Teachers" are familiar with professional knowledge, teaching methods and skills, but they don't understand students' learning psychology, so they can't arouse students' enthusiasm for teaching and help them cultivate their self-evaluation ability. "Guidance students" are familiar with professional knowledge and teaching methods, actively study teaching methods, always pay attention to students' inner learning psychology and learning process in teaching, help students cultivate their autonomous learning ability, especially create a psychological atmosphere conducive to improving learning quality, including harmonious teacher-student relationship, students' sense of security, teachers' sensitivity to students' inner emotions, listening and accepting students' doubts, non-judgmental teacher-student communication, self-esteem protection and rational distribution of power. At the same time, we should be good at reflecting on our own teaching behavior. It focuses on:
1, reflect on the way and attitude of speaking in class.
2. Reflect on the ways, methods and attitudes of listening to students in class.
3. Reflect on your power distribution in the classroom.
4. Reflect on students' learning process and feelings in classroom activities.
5. Reflect on your teaching ideas and skills.
6. Reflect on your adjustment of emotional state.
To become a qualified research-oriented teacher, the goal is to cultivate excellent research-oriented autonomous learners who can really "fish", which is also the prospect of China's current education reform. Therefore, teachers' beliefs can affect their teaching behavior more than teachers' knowledge, and how teachers understand learning will deeply affect their classroom behavior. Today, when quality education is advocated, teaching is still not completely divorced from the circle of exam-oriented education. Taking the college entrance examination review guidance as an example, a large number of teachers creatively compiled all kinds of review materials, and also ingeniously speculated on the ideas of the proposer, locking in the scope and types of the proposition of the year to guess and bet on the topic. As a middle school teacher, I have a deep understanding. In order to make students get high marks, the final decision is often more effective than students' understanding, and can even be used as "experience" to share resources with peers. The scope of review must be closely related to the examination syllabus, and the college entrance examination questions should be trained and tested many times in order to improve the speed and accuracy of the test. The most sure way is to cultivate students' good test-taking habits and ability from three steps: strict requirements in senior one, strict training in senior two and strict control in senior three. It is entirely possible to train high-quality candidates, but it is hard to say whether it can train high-quality students. Teachers have such a belief that even if students get high marks, they will certainly lead to a lot of helplessness in future production activities! After the college entrance examination, I really cheered for the collective strength and collective struggle. Now I reflect: even if the key universities are like this, where is the way out? No wonder Harvard University rejected the top candidate in China's college entrance examination! No wonder graduates from key universities are helpless in the talent market! The reason is that high scores are not necessarily high energy, which is not surprising when you think about it. Quality education does not exclude exams, but we emphasize the exams for students to build their own knowledge and ability.
At present, as far as teachers' belief in students is concerned, the cooperative relationship between teachers and students in the classroom can be expressed by at least seven metaphors: boycotter, accommodator, raw material, customer, partner, individual explorer and democratic explorer. Those who refuse to study will be punished; There is no difference between "accommodating" and cramming; "raw materials" can shape students according to the wishes of teachers; The "customer" teacher-student relationship is the most important, and the teacher's role is to meet the needs of students; The duty of "partner", "individual explorer" and "democratic explorer" students is to make their own learning plans, determine their own learning goals, choose their own learning methods, and decide their own learning contents and activities. The duty of teachers is to promote cooperation. As a teacher, the more appropriate the above roles, the better. "Partner", "individual explorer" and "democratic explorer" seem a little hard to let go. Really have to face up to this concept! This is the basic requirement for teachers' role to change from "imparting" to "promoting", and it is also the basic mode of research-oriented classroom teaching. This requires:
1, the teacher should show the students the intention of the learning task.
2. Teachers should let students know the personal value and social value of activities.
Teachers should make students feel that they have the ability to complete the learning task.
4. Teachers should make students need and seek challenges.
Teachers should make students understand and evaluate the changes that have happened to them.
6. Teachers should make students understand cooperation and its significance.
Through research-oriented classroom teaching, the purpose is to give full play to students' main role under the guidance of teachers. The value pursuit of this research-oriented teaching mode at least includes:
1. Pursue the change of students' learning style, so that students' learning will no longer be blindly accepted, and at the same time provide time and space for students to carry out research-based learning.
2. Pursuing students to gradually form a sense of being close to nature, integrating into society and knowing themselves in the learning process, and to form an attitude of caring about their own lives and the surrounding society. So as to stimulate their curiosity and thirst for knowledge to the maximum extent.
3. Pursue the positive emotional experience that students may get in the process of exploring questions, and initially develop students' ability to explore questions.
4. Pursue to cultivate students' team spirit and sense of cooperation, and gradually form the ability to communicate with others and enjoy the experience.
5. Pursue the social practicability of students' learning activities, so as to further understand social significance and self-worth as far as possible.
Third, the main role of students
Nowadays, the education circles all over the world are exploring the same question-what should schools teach? We believe that,
The most important thing should be two "subjects": how to study and how to think. Because how we study and think is more important than what we learn. Learning that adapts to the basic needs of human society and maintains traditional values is called adaptive learning, and learning that can better reflect human nature and unique value and bring great changes, updates and reconstruction to human social life is called innovative learning. Innovative learning is the theme of learning reform in the 20th century. To change from adaptive learning to innovative learning, we must first realize the intermediate goal-autonomy. The so-called autonomy, as far as human beings are concerned, is to upgrade their living conditions to a positive state in which they try their best to actively control their own destiny. This is a state in which they are particularly good at discovering their own advantages and making up for their own shortcomings. This is a state, in which they are particularly good at identifying aspects of the environment that can be used and those that may lead to changes. It is a state in which they are good at distinguishing between the unchanging background and the changeable background of existence. In learning, students can consciously and actively seek ways suitable for their own learning and actively explore and complete their learning tasks.
It is true that the determination of the motivation and value of history learning depends on students' own understanding, personality characteristics, the intermediary role of important people, the surrounding world culture and social concepts. As far as students' health is concerned, in real life, "self-value worries" often appear ―― they pay close attention to their own values: they feel that their social status has improved after completing their tasks, otherwise they will be "fall in price", "losing their jobs" and "losing face". This kind of anxiety is the most difficult obstacle for students to play their main role, but their enthusiasm is easily activated. Once their potential is stimulated, they will quickly and actively participate in the explanation of learning tasks and problems they face, which is far from passive. Therefore, in teaching, teachers should be good at inspiring students to break through the obstacles of defensive learning in class, try their best to let learners show their own advantages or highlights, and let them have a sense of victory that they can easily learn, and take the initiative to find good learning strategies that suit them. Students' autonomous learning strategies usually include:
1. Ask questions and make assumptions about tasks or problems.
2. Plan, determine the strategy and time to use, and gradually complete the problem or task.
3. Monitor and constantly compare the efforts, conclusions or answers with the original questions and objectives.
4, inspection, preliminary inspection of the results and conclusions.
5. Revise, further improve the results and conclusions, and sometimes it may be a revision of the goal.
6, evaluation, make a final evaluation of the completion of the task. The training content of learning strategies generally includes: learning skills, feedback and reflection, experience summary, self-correction and so on. This program is to make students aware of the strategies they are using. It should be noted that strategy training should be close to personal characteristics and highlight the self-construction of learning strategies.
Fourth, the task is the "link" between teachers and students.
Tasks generally refer to the tasks that learners are required to complete in order to promote the learning process in classroom teaching. The concept of task also forms a basic unit designed by the task outline, which focuses on the learning process rather than the preset projects and summaries. In recent years, "task-based teaching method" has been paid more and more attention in teaching. Students can learn and summarize meaningfully through the tasks assigned by teachers. Task is an important concept in production, and its elements are: material (input), activity (process), role (responsibility), goal (product) and so on. Its significance lies in that through goal setting, students can form conclusions by their own exploration, achieve the purpose of autonomous learning, and develop the ability of active participation and innovative thinking. The choice or setting of tasks is the embodiment of teachers' teaching ideas and the "interface" of teacher-student interaction. The completion of the task reflects the students' personal understanding of the task and the degree of personal response. Sometimes teachers have to adjust tasks according to students' responses, so that tasks can be successfully completed in the interaction between teachers and students.
Verb (abbreviation of verb) learning environment
Learning is the result of interaction with society, and the environment has an important influence on learning. The environment here not only refers to the close classroom, family and interpersonal relationship, but also refers to the broader social, cultural and educational background. As far as classroom teaching is concerned, the environmental conditions that learners often compare are: school (such as place, sound, temperature, lighting, transportation, etc. ), family (such as material, background, affection, etc. ), society (such as class, ethos, etc. ) and physiology (such as appropriate study time, etc. However, learners' subjective understanding of the environment is more important and crucial than the role of the environment itself, because environmental conditions are always external factors. Teaching often reflects the types of interpersonal relationships through classroom structure: competitive, cooperative and independent. The factors that affect the creation of classroom atmosphere in teachers' behavior are: instrument, language, teaching attitude, action, teaching skills, teaching means and so on. A teacher who endows students with democracy, friendship, self-confidence and passion determines learners' satisfaction with the correct learning attitude, so the creation of a successful classroom atmosphere is reflected in learners' self-participation and mutual cooperation in the classroom and their satisfaction with their grades.
Constructivism tells us that under the research-oriented teaching mode, learners participate in the active interpretation, understanding and construction of given information, which is a kind of knowledge learning with personal significance. When learners feel that their learning is under their control and learn in a positive and meaningful way, they can learn better. Teachers promote and help the construction of knowledge, and classroom teaching activities highlight the exploration of problems; Learning is closely related to personal self-concept. If the learner is positive in self-concept, it will definitely lead to the authenticity and comprehensiveness of the main role. Learning is carried out through interpersonal interaction in social environment; Teachers should be good at reflection, determine their roles as mediators and promoters, choose activities or tasks for learners with scientific teaching concepts, create a good learning environment for learners, enable learners to understand the significance of tasks in their own way and experience, and actively realize the teaching objectives of the subject, so as to realize comprehensive education in the learning process.
Lei Guilin, a teacher at Longquan Ethnic Middle School in Zhejiang Province.