Keywords: slgz high school students' values of teacher-student relationship paper net.
The history curriculum standard of ordinary high school stipulates that "through the study of history curriculum in high school, learn to analyze and solve problems with Marxist scientific view of history;" Learn to understand the relationship between people, people and society, people and nature from a historical perspective, and then pay attention to the historical destiny of the Chinese nation and all mankind.
As a teacher, how to help students establish a correct view of history to analyze and solve problems, pay attention to the fate of the country and mankind, and cultivate a sound personality and healthy personality is something we have been working hard all our lives.
As a high school teacher, we should first understand the psychological development characteristics of high school students.
After experiencing psychological turmoil in junior high school, senior high school students tend to be mature and stable in physical quality, psychological quality and personality quality.
This stability is first manifested in the level of intellectual development.
"Thinking is the core of intelligence, and logic is a mirror of thinking.
"[1] In junior high school, students' logical thinking mainly relies on the support of experience to guide their thinking, which is empirical.
After entering the high school stage, students' abstract logical thinking is theoretical and can analyze and solve various problems under the guidance of theory.
"Under normal teaching conditions, high school students can make a more comprehensive and logical definition of the concepts they understand, reflecting the essence and attributes of things.
[2] High school students' various reasoning abilities have basically reached maturity, and their personality development-self-awareness is highly developed. Zhu Beili attributed it to six characteristics: the development of independent intention in self-consciousness; Differentiation of self-consciousness components; Pay close attention to their own personality growth; Maturity of self-evaluation; Have strong self-esteem; The high development of moral consciousness.
[3] The high development of self-awareness is closely related to the initial establishment of high school students' values, but the values of high school students are easy to change due to changes in the external environment and lack stability.
Secondly, as a teacher, we should have a preliminary understanding of some modern educational concepts.
For example, the new behaviorism education view represented by Skinner and the humanistic education view represented by Rogers. Modern educational thoughts focus on arousing students' enthusiasm and implementing students' dominant position in the teaching process.
How to implement effective teaching for students' psychology under the guidance of modern teaching concepts?
I want to describe it from the following three aspects.
First, establish a harmonious relationship between teachers and students.
Compared with physical development, the psychological development of senior high school students is lagging behind, and at the same time tends to be mature, which makes them eager to get along with adults on an equal footing. A teacher above them is not what they want, but a listener, a mentor and a helper.
Students' basic psychology of "teacher-centered" makes them tend to be teachers, just as flowers and trees tend to be sunny and listen to teachers' teaching.
Teachers should put themselves in a correct position. Teachers are promoters of students' learning.
"Promoting meaningful learning depends on the specific attitude characteristics in the interpersonal relationship between promoters and learners.
[4] meaningful learning refers to long-term interest in the learning process, which is effective learning.
This kind of effective learning depends on teachers' sincerity, trust and understanding of students.
Treat students sincerely and treat them as equal people, instead of treating them as slaves who are obedient to themselves and showing their true selves to them. In addition to relying on the profound knowledge and flexible classroom strategies in class, we should communicate with students more after class, understand their joys and sorrows, and their learning situation, and don't rush to give them pressure.
At the same time, teachers' troubles and hopes are also understood by students, making their teachers three-dimensional, real and attractive.
One of my students was fidgeting for a while and didn't want to study. I didn't know until I got to know it was because of his parents' divorce.
And he doesn't want to tell other students about it, and he doesn't want them to know.
When he spoke, I just listened carefully and didn't make any comments. After he finished talking, he felt relaxed and trusted me very much.
"Pro-teacher, believe in its way" and harmonious teacher-student relationship create favorable conditions for teachers to carry out teaching smoothly.
Second, try the application of historical inquiry teaching method
High school students are active in thinking, and their logical thinking and reasoning are mature. Being able to ask questions and develop dialectical thinking ability is the task of history teaching in senior high school.
Therefore, it is necessary to try the teaching method of historical problems.
Professor Du Fang believes that it "refers to a kind of teaching in which teachers create problem situations according to the teaching contents and requirements, and teachers and students jointly organize and implement teaching from the aspects of providing background, finding problems, solving problems and exchanging results, so as to further stimulate students' curiosity, creativity and subjective consciousness, and cultivate and improve students' history learning ability".
[5] The guidance of the teacher is the key here.
In the process of studying the industrial revolution, I designed the following questions for the rise of the industrial revolution: What is the industrial revolution? What factors are needed for the development of capitalist economy? How did Britain own it? (All the above materials are provided) Students can understand the factors of economic development and be interested in the factors that affect the economic development of China.
The students are full of interest in the media coverage of Cao Cao's tomb.
"How to confirm that this tomb is Cao Cao's tomb?" Take this as a breakthrough point to guide students to understand the research methods of "confirming" history.
How can teachers play a guiding role in the problem-based teaching method and guide students to move in the right direction? This is also the direction we have been working hard for.
Third, dig up materials and cultivate sentiment.
Entering the high school stage, with the increase of knowledge and the development of self-awareness, high school students begin to consider the issue of values. An American psychologist once said: "At any stage of life, a person has never been so concerned about the issue of values as he was in adolescence.
[6] Because their values are in an unstable state, it is very important to guide them to initially establish correct values and clarify the meaning of life.
Historical resources are rich in materials that can help and guide students. Every historical event and historical figure contains vivid and touching true stories.
The four great inventions of ancient civilization in China have made many Chinese sons and daughters proud of the long and glorious history of the motherland.
The tortuous life of Dr. Sun Yat-sen, the forerunner of the democratic revolution, has inspired countless Chinese sons and daughters to advance wave after wave.
Zhou Enlai, the representative of the older generation of proletarian revolutionaries, set great ambitions in middle school. "Studying for the Rise of China" inspired and inspired many students in middle school to take the rejuvenation of the nation and the prosperity of the country as their social responsibility.
There are also strong and unyielding reformers, such as Shang Yang's "If the world is not ruled together, the country is illegal"; Wang Anshi's "three shortcomings" show us the spirit of keeping pace with the times and being fearless.
High school students have great plasticity, and the middle school stage is a period of forming independent opinions. Emotional guidance can not only subtly cultivate students' sentiment, but also enable students to establish correct values.
In the information society, the guiding role of teachers to students has not been weakened, but has been greatly strengthened. How to grasp the correct direction in teaching and learn from each other's strengths is a proposition that our teachers have been thinking and exploring all their lives.
The above is my superficial understanding and practice. Please correct my shortcomings.
References:
Lin Chongde. Developmental psychology [M]. Beijing: People Education Press, 2006+0.
[2] [3] Lin Chongde. Developmental psychology [M]. Beijing: People's Education Press, 2006.383~388.
[4] Rogers works [M]. Beijing: Renmin University of China Press, 2006.305.
[5] Du Fang editor. New Concept of History Teaching Theory [M]. Beijing: Peking University Publishing House, 2009.63.
[6] Lin Chongde. Developmental psychology [M]. Beijing: People's Education Press, 2006.390.