As Sprenger, a German educational thinker, once asserted: If education only instills ready-made knowledge into students, then the cultivated people are "savvy, but soulless; Knowledge, but no spirit; There are activities, but there is no moral desire. "
Therefore, we educators should shoulder the heavy responsibility of cultivating middle school students' humanistic spirit and moral accomplishment, and history is no exception.
Because history contains rich humanistic spirit and resources, it is more conducive to cultivating middle school students' good humanistic quality in history teaching.
For example, the Chinese nation's hard-working and kind-hearted ideological virtues, optimistic life beliefs, pragmatic attitude towards life, dedication to sacrifice one's life for righteousness, and various good codes of conduct and ethics are all worth learning and inheriting.
Then, as a middle school history teacher, how should we strengthen the cultivation of middle school students' humanistic quality?
In this regard, China's "Compulsory Education Curriculum Standards" and "Ordinary High School History Curriculum Standards" have clearly pointed out the educational objectives of middle school students' historical humanistic quality. Under the concept of new curriculum reform, history teaching should follow the goal of quality education and play an important role in improving the humanistic quality of middle school students.
"Adults first, then talents."
The author believes that strengthening the humanistic quality education of middle school students is a long-term and meticulous work, which requires patience and persistence and cannot be achieved overnight.
Therefore, it needs a scientific education and training system. As a history teacher, we should "moisten" students with the best cultural achievements in human history, so that the students can be deeply inspired, integrate into the lofty spiritual world, improve their ideological understanding and put them into action.
Specific practices are as follows:
First of all, teachers should strengthen their own scientific literacy and humanistic literacy, and establish the teaching concept of attaching importance to quality education under the new curriculum reform.
Teachers are disseminators of knowledge, promoters of ideas and guides of ideas. They are the most direct actors in the humanistic quality education of middle school students, and also the key to cultivate high humanistic quality of middle school students.
In the classroom, teachers should adhere to the teaching philosophy of "democracy, equality" and "people-oriented" and pay attention to each student's emotional experience and personality development.
Use your excellent personality charm to influence and infect students and play an exemplary role.
Only in this way can we cultivate high-quality talents for the society.
For example, in class, I often ask questions, encourage those students who are not good at talking and love to do actions, and chat with them after class, so that they can feel the attention and care of their teachers and make their hearts full of sunshine and happiness.
Even though their academic performance may be poor, they have learned how to behave and do things, which is the most basic principle.
It is also the basis for improving humanistic quality.
Second, expand the content of history teaching, draw nutritious humanistic materials from the vast ocean of historical knowledge, and cultivate students' humanistic quality.
In the teaching process, teachers should make full use of the rich humanistic materials contained in history textbooks, or expand their knowledge, inspire, infect and influence students, moisten and shock their hearts.
For example, XuanYuanShi, the ancestor of Chinese civilization, Confucius' Confucianism, Sun Yat-sen's "Drive out the Tatars and Restore China", Zhou Enlai's "Study for the Rise of China" and * * * "I am the son of China people, and I deeply love my motherland and people".
By studying the humiliation of modern China since the Opium War and the history of China people's persistent struggle and courage to explore, we can feel great patriotic feelings.
For example, when I was teaching the May 4th Patriotic Movement (1), a compulsory course in senior high school history, I used the video "My 19 19" to make my classmates feel that a weak country has no diplomacy and inspire their patriotic feelings.
In the activity of "carrying forward the spirit of the May 4th Movement", students have expressed that they should study hard and be brave in innovation to make the motherland stronger.
This shows that they can correctly treat personal interests and national interests and set lofty goals in life.
In the teaching process of lesson 19 of the second volume of the second day of junior high school, students learned about the current situation and national conditions of Japan and learned from the Sui and Tang Dynasties reform in China, and felt the characteristics of the Japanese nation, such as "being prepared for danger in times of peace", being good at learning and being brave in innovation.
When summing up the enlightenment in class, the students were emotional and spoke in succession. "China should also learn from the characteristics of the Japanese nation, be good at learning to improve the country, and be good at learning the advantages of others." "This is also the traditional virtue of the Chinese nation, which we should inherit and carry forward" and so on.
It can be seen that the goal of historical humanities education in this course has been achieved.
In fact, every lesson in history teaching is a platform for students to carry out humanistic quality education, but our history teachers should be good at excavating the humanistic spirit of historical figures and events, so that students can deeply understand them and pursue lofty quality and life value with practical actions.
In this way, we have realized the educational function of history and achieved the teaching purpose.
Third, actively create and create a variety of learning methods, so that students can deeply feel humanistic feelings and narrow the distance between humanistic quality education and reality.
In the process of strengthening students' humanistic quality education, we should actively provide or create historical humanistic knowledge contests or inspirational lectures on celebrity stories, visit historical museums, memorial halls, exhibition halls, martyrs' cemeteries and other patriotic education bases, social practice and other channels and opportunities to help students accumulate humanistic knowledge through various channels, enhance humanistic awareness, and combine humanistic quality education with reality to achieve practical results.
For example, our school specially invited Professor Zhang, an inspirational lecturer, to give an inspirational speech for all teachers and students. The students were deeply moved and inspired their inner love.
They shouted "Mom and Dad, I love you", "I must study hard to repay my parents' kindness", "I must be admitted to an ideal university" and so on.
We also organized junior high school students to visit the Luo Shengjiao Memorial Hall of Lintong Chemical Defense Camp and the Military History Museum of Lintong Military Region.
In addition, we organize high school and junior high school students to watch inspirational films and patriotic education films every semester under the call of the Education Bureau. For example, last semester there were Spring Blossoms and The Great Cause of Founding the People's Republic, and this semester there are Zhou Zhou and Long March.
Students are assigned to write a review. Students apply the humanistic spirit contained in those characters and stories to their own reality, form a positive attitude towards life, are not afraid of difficulties and setbacks, and establish a life belief that they study hard and are brave enough to contribute to the development of the motherland.
We also organized senior high school students to participate in the "Welcome to the World Expo" and go to the West Garden of Lintong to beautify Lintong with "One School, One Street".
Through work practice, students have formed good moral sentiments and are full of yearning for a better life.
These activities have achieved good results.
In the future, we will continue to adhere to this method, explore and create more opportunities, and strengthen the cultivation of students' historical and humanistic quality.
Fourthly, it is suggested that schools and students should actively build and create a colorful campus and class humanistic atmosphere, and create a good humanistic education environment.
Campus is the main position for students' study and activities at school, and it is also the main place for middle school students to carry out humanistic quality education.
Eye-catching slogans, warm tips, touching pictures, publicity knowledge, etc. It can have a strong influence on students' thoughts and behaviors, and always remind them to be a person with good thoughts, good morality, good behavior and high cultivation.
Through the infection of the external environment, students are subtly educated in humanities.
For example, the electronic screen at the gate of our school has different contents every day, such as welcome, greeting, encouragement, reminder and various commendations; Every day at school and after school, there are teachers and classmates on duty at the school gate to meet and see me off; There is a big "welcome" at the school gate; There is a small blackboard in the teaching area, on which are the warm tips of weather forecast written by the students on duty every day, as well as Today in History, which has written many historical events.
All these make students feel intimate humanistic care.
Let them use this behavior in their own actions.
We are glad that these subtle humanistic concerns have really produced results.
The students are very polite inside and outside the school, showing the good humanistic quality that middle school students should have.
For example, last semester, a senior three student found the wallet of a patient's family outside the school (near Lintong District People's Hospital), found the owner in time and returned it.
Received a high evaluation from the host and wrote a thank-you letter.
This is not only an appreciation of students' behavior, but also shows the good humanistic quality of our students in Lintong Iron School, and also infects and inspires other students to keep forging ahead.
Fifth, actively promote the change of students' learning methods, and use new learning methods such as autonomous learning and cooperative inquiry required by the new curriculum concept to give full play to students' dominant position and cultivate their humanistic quality.
Under the new curriculum concept, students' learning motivation really comes from the heart.
Therefore, autonomous learning is an important method and an inevitable choice for humanistic quality education.
Blind passive acceptance makes students lose their subjectivity, initiative and independence, which is not conducive to their active exploration and the formation of positive attitude towards life.
Teachers must guide students to actively participate in classroom teaching and give full play to students' initiative and main role.
Cooperative inquiry helps students form a sense of cooperation and teamwork, truly understand the relationship between self-worth and collective interests, and truly enjoy self-satisfaction and happiness in realizing collective interests through self-efforts.
Cultivate their positive and optimistic attitude towards life and encourage them to move towards their goals better.
For example, our school is now exploring efficient classrooms, requiring students to have the ability of autonomous learning and cooperative discussion and inquiry.
Before history class, students are required to complete the course independently, actively participate in the teacher's teaching activities in class, actively think about problems, discuss in groups, put forward their own different ideas and doubts, and dare to question.
Although we are in the initial exploration stage of this model, we can see from the students' performance in the classroom that the students are mobilized, and the discussion is very enthusiastic, and the group evaluation also shows a high level.
We should continue to optimize this model and embody the greatest teaching function of cultivating middle school students' humanistic quality in efficient classrooms.
The German philosopher Jaspers pointed out: "In order to cultivate the spirit of a generation, education must make history enter the individual and make the individual absorb nutrients from history.
In short, under the banner of attaching great importance to middle school students' humanistic quality education, teachers should actively change their teaching concepts, keep pace with the times, guide students to study independently, fully tap the connotation of historical knowledge, inherit and understand human civilization, carry forward humanistic spirit, give full play to the educational function of historical science, continuously strengthen the cultivation of middle school students' historical humanistic quality, promote students' all-round development, and more importantly, make our due contribution to the sustainable development of the country.