In recent years, the majority of middle school history teachers in Beijing have conscientiously implemented the three guiding documents of Beijing's middle school history discipline, continuously deepened the reform of history classroom teaching, and strived to improve the quality of history classroom teaching in middle schools, and achieved many achievements. However, according to the requirements of quality education, there are still some problems that need to be reformed in history classroom teaching.
Mainly:
First, fixed and closed teaching objectives.
In recent years, a fixed model has been formed in determining the teaching objectives of middle school history classroom, which is divided into three aspects: knowledge imparting, ability training and ideological education. On the one hand, it embodies the research results of history teaching, and the teaching objectives have developed on the original basis; On the other hand, the fixed factors contained in it also have a certain restrictive effect on the formulation of classroom teaching objectives. First of all, the content that cannot be completely covered by these three tasks is ignored and excluded. For example, the psychological needs of students of different grades in aesthetic education, emotional education and psychological education are often not recognized and valued in history classes, which directly affects students' learning interest and learning effect. In addition, immobilization also leads to relative closure, and there is a phenomenon of ignoring the organic connection between various goals in the teaching process. Its manifestations are as follows: first, the knowledge objectives are set in many details, and the classroom teaching load is too large; Second, the goal of ability and the goal of ideological education are often vague, and there is a phenomenon that teachers take the macro goal of history education such as "cultivating students' ability to observe and analyze problems with the basic viewpoint of historical materialism" and "educating students on the law of social development, patriotism and internationalism" as the specific goal of a class. Third, the teaching objectives can't be balanced, often favoring one over the other or ignoring one point. In this way, the educational function of history teaching in middle schools cannot be fully exerted.
Second, students' dominant position has not really been established.
In history classroom teaching, the old teaching concept regards teachers as imparting knowledge, cultivating ability and educating ideas. Under this concept, many teachers either lack the design of students' autonomous activities, or stay in the shallow cognitive activities of asking and answering questions when preparing lessons. In the process of teaching, the simplification of teaching methods and means also leads to the low enthusiasm of students to participate in teaching activities. Through the analysis of about 400 history classes in various schools in the past two years, the history room of Beijing Basic Education Research Center has got the following understanding: history teachers are self-centered, talk for too long, and students mainly listen to teachers, which is still relatively common. As a result, students are not interested in history class and the quality of classroom teaching cannot be really improved.
Third, the one-sidedness of teaching evaluation and the simplification of evaluation methods.
The one-sidedness of the evaluation of history classroom teaching in middle schools is mainly manifested in the evaluation of teachers' teaching. When evaluating classroom teaching, we pay attention to the evaluation of teaching and ignore the evaluation of learning, and take how teachers "teach" as the main basis for evaluating classroom teaching, lacking effective investigation of students' learning state, psychological feelings during learning and actual learning effect. Teachers also think more from the perspective of "teaching" and less from the perspective of learning when designing teaching.
The simplification of the evaluation method of history teaching in middle schools is mainly manifested in the evaluation of students' academic performance. First, when determining the overall evaluation score of students' history class, they generally only pay attention to the final exam results, lacking records and evaluations of students' usual history learning, or having records unrelated to the overall evaluation score; Second, in the way of examination, it is generally only a written test, and few common problems are examined through practical activities; Third, in the content of the exam, most of them focus on memorizing knowledge, and less on historical thinking ability and historical materialism. The evaluation method of students' academic performance directly affects their study. Students think that the history exam must be "rote learning", forming fear or boredom, or it is not easy to learn at ordinary times, so they sharpen their knives during the exam. Students' enthusiasm in the usual learning process is not stimulated, and they lack the internal driving force of active learning.
The above three problems are the main problems to be solved in the current history classroom teaching reform and quality education. In this regard, after careful study and discussion, we put forward the following four aspects of thinking:
First, realize the openness and diversification of teaching objectives.
With the continuous progress of modern education and the in-depth excavation of the function of history education, the teaching objectives of history classroom are required to be constantly updated and improved. In order to make history teaching keep pace with the development of the times, the design and implementation of teaching objectives should establish the concept of people-oriented and student development as the fundamental starting point, break through the old model and realize openness and diversification.
First, we should pay full attention to the cultivation and education of emotions, attitudes and values. The history curriculum standard in Beijing's 2 1 century basic education curriculum reform plan (hereinafter referred to as the "standard") has a very different expression of history teaching objectives from the previous syllabus. The first is to put attitudes and values first. This is because for human development, attitudes and values should be paid more attention than ability and knowledge, and should be considered first when choosing teaching content, designing and implementing teaching objectives. Recently, the practice of replacing the goal of "ideological education" with "attitude and values" has been accepted by more and more teachers, and some people have further expressed it as "emotion, attitude and values" Compared with "ideological education", this expression expands the educational function of history discipline, and can cover various emotional goals such as emotion, interest, motivation, will, etc., which cannot be included in the original ideological education goals, and embodies the diversity of goals. In addition, among the specific objectives of "attitude and values", the standard puts forward such contents as "cultivating humanistic quality" and "improving aesthetic consciousness and interest", which have never been explicitly put forward in the previous version of the middle school history syllabus. Compared with ideological education, the expression of "attitude and values" pays more attention to students' subjectivity. It holds that in the teaching process, students' humanistic quality is mainly the internalization of personality, temperament and accomplishment obtained by students participating in teaching activities and learning excellent cultural achievements of mankind. Looking at the goal of history teaching from the perspective of lifelong education, adolescence is the most critical period for the formation of outlook on life and values, and the determination of the goal of "attitude and values" is of course very important.
Second, starting from the development of students, realize the openness of teaching objectives. Studying history makes people wise. "Ming" can be said to be a scientific understanding of historical laws and the development of human civilization; "Wisdom" includes not only the cognitive wisdom of learning from the past and knowing the present, but also the innovative wisdom of exploring the future. The process of "intelligence" is to guide students to understand important historical issues, historical phenomena and historical processes by using ways of thinking such as analysis, induction, comparison and generalization. This understanding not only reflects the diversification of teaching objectives, but also reflects the openness, permeability and integration among various objectives. The teaching design of the exhibition course "Seven Heroes of the Warring States" in Beijing Quality Education Experience Exchange Conference has made a successful attempt in the openness and integration of teaching objectives. First of all, determine the teaching content around Shang Yang's reform, cultivate students' reform consciousness and innovative spirit, and guide students to understand the teaching goal of life value from the perspective of conforming to the historical trend and promoting social progress; In the cultivation of thinking ability, teachers and students discussed the core issues such as "Why did Shang Yang's reform succeed" and "Why did Qin Law remain unchanged", which stimulated students' thinking creativity. In order to ensure the time for students to participate in teaching activities, teachers boldly choose the knowledge content of teaching materials. Judging from the actual teaching situation, students' enthusiasm for participation is high and their thinking is active. While discussing historical issues, they mastered and understood key knowledge, exercised their historical thinking ability and were inspired by living history.
Second, establish students' dominant position in the process of history learning.
Students are the main body of history learning. To promote quality education and deepen the reform of history classroom teaching, we need to know, respect and develop the subject and let students actively participate in teaching activities. Students learn history in their own "experience" and "learn to learn history" in the experience, which is the process of cultivating ability and improving humanistic quality.
First, to understand the subject, we must change the old teaching concept and the "lecture-oriented" teaching model. In classroom teaching, teachers should make it clear that "teaching" is for students to "learn"; Students should become full participants in teaching activities; Teachers should be the guides and organizers of students' active learning. To understand the subject, we should break through the old concept of taking teaching materials as the center, fully understand students, adjust the content of teaching materials according to the actual situation of students and the needs of their development, and ensure the time and space for students to participate in teaching activities.
Second, respecting the subject requires creating an equal and harmonious democratic learning atmosphere between teachers and students. The stimulating effect of teaching democracy is obvious, and the sparks of many ideas bloom in respect. Respecting the subject means facing all students, paying equal attention to and respecting every student, and giving them opportunities to actively participate in teaching activities and develop their abilities. Respecting the subject is to pay attention to the differences of students' foundation, intelligence and hobbies in class and let them all participate in teaching activities. Some history teachers teach students in accordance with their aptitude and have implemented new hierarchical teaching. They not only give consideration to students of different levels in classroom teaching, such as telling stories, self-study and asking questions, but also start from different levels in preparation before class, after-class counseling, homework and assessment, which arouses students' learning enthusiasm. In this way, all students can achieve different degrees of success on different bases, which can further stimulate students' self-confidence and interest in learning and migrate to the whole process of history learning.
Third, develop disciplines and explore teaching models suitable for students' academic study. As the structure and activity process of classroom teaching, teaching mode exists objectively, which is guided by educational thoughts and theories. The "lecture-style" teaching mode is the embodiment of the traditional teaching concept and the inheritance habit of history teaching. However, with the deepening of quality education research, changing the old teaching mode and implementing the spirit of quality education have become the conscious actions of the majority of history teachers. According to our latest survey, the main activity time of students in Beijing history classroom has obviously increased, from the original average of 7 minutes per class to 15-20 minutes. Two research courses, The Establishment of German Fascist Dictatorship and the Struggle for Peace and Democracy and the Outbreak of Civil War, adopted the "problem-solving" teaching mode of humanities. The fragments of the discussion between teachers and students in class were broadcast at the annual meeting of Beijing History Teaching Research Association, which aroused great interest of the participants and was affirmed by experts from all walks of life. At present, more and more teachers are exploring and trying the student-centered teaching mode. The teaching modes can be different, but the teaching rules and principles are common. First of all, we should pay attention to continuously improving the quality of students' participation in teaching activities. In history classroom teaching, students should go through the cognitive process of "intention-perception-understanding-application", interact with teachers and students, and put forward, explore and solve valuable historical problems in appropriate historical situations. It is impossible for students' activities that stay at the general level of perception to produce innovative consciousness and cultivate innovative ability. Secondly, we should ensure enough time and space for students' activities. Teachers should systematically guide students' learning methods and mobilize students' non-intellectual factors such as emotion, interest and will. Third, we should use diversified teaching methods and modern teaching means. The change of teaching media can mobilize students' multiple senses to participate in learning, and also give more students the opportunity to observe, think and participate in solving problems independently.
Third, use diversified and modern educational technology.
From the perspective of cultivating talents who can adapt to the 2 1 century, it is obvious that the traditional teaching method relying only on a piece of chalk and a blackboard is far from meeting the needs, and the rational and creative use of modern educational technology resources has become one of the important tasks of classroom teaching reform. Judging from the unrepeatable characteristics of the history discipline itself and the more serious situation of "teachers speak and students listen" than other disciplines, it is particularly urgent and important to realize the function of modern teaching media serving the educational goal of history class.
First, change ideas. First, we should change the idea that we don't attach importance to the application of modern educational technology in humanities or are afraid that the application of modern educational technology is too troublesome and difficult. Second, we should change the past view that modern educational technology is only a teaching means or teaching method, and see that information technology with computer as the core is the driving force of social change. The comprehensive application of information technology in the field of education will "lead to profound changes in teaching content, teaching means, teaching methods and models, and ultimately lead to fundamental changes in educational ideas, teaching concepts, teaching and learning theories and even the whole education system" (He Kekang: On Modern Educational Technology and Deepening Educational Reform). In other words, the application of modern educational technology is related to the educational goal of improving students' humanistic quality and cultivating innovative spirit and practical ability.
Second, promote the transformation of teaching mode. Judging from the developed teaching software, its design ideas are basically centered on "teaching", and its main function is still to assist teachers in how to attend classes, but less to consider how students learn. This design is actually related to the teacher-centered teaching model that has ruled our classroom for many years. This also tells us that it is impossible to really let quality education enter the history classroom by relying on advanced contents, means and methods without changing the teaching mode. We advocate that under the guidance of advanced educational science theory, we should make full use of the characteristics of multimedia, such as strong interactivity, good sharing, hypertext and network, develop teaching software with teachers as the main body and students as the main body, and promote the construction of new teaching mode.
Third, according to local conditions, flexible and creative use of a variety of teaching methods and skills. Through investigation, we found that the application of history education technology in the city is uneven, which can be roughly divided into two situations: First, computer-aided teaching in eight districts has developed rapidly, and some districts have made it their basic teaching skill to let young teachers master a tool platform software. First, mainly in suburban counties. Due to the limitation of equipment, conditions and other hardware, computer-aided teaching has just started, and the teaching media are mainly projections and wall charts. We advocate combining the reality and long-term development of educational technology. Specifically, on the one hand, we should vigorously develop modern distance teaching network and computer-aided teaching, encourage young and middle-aged teachers to master a tool platform technology to make excellent teaching software while using the computer-aided teaching system that has been launched or listed, and the city teaching and research center should create conditions to realize the sharing of software resources of history teachers in the city, and change the small production mode of software development in the city into an open sharing mode; On the other hand, we should adjust measures to local conditions, make full use of existing resources, flexibly and creatively use a variety of teaching methods and technologies to promote classroom teaching reform.
Fourth, make clear the guiding ideology of teaching evaluation and improve the teaching evaluation method.
Education and teaching evaluation has a strong guiding function, and one of the key tasks to form a quality education mechanism is to solve the problem of education and teaching evaluation. In order to promote history quality education in middle schools, we must improve teaching evaluation, especially classroom teaching evaluation.
First of all, we should establish the values of historical education in line with the spirit of quality education. Teaching evaluation is the value judgment of teaching activities and their results. The basis of value judgment is educational values. The core of the values of quality education is to improve students' quality and promote their all-round development. History education in middle schools is an integral part of quality education. The evaluation of history teaching mainly depends not on whether the teacher can speak, how much students remember about specific knowledge and the results of a written test, but on whether it is conducive to improving students' quality and cultivating humanistic spirit.
Second, build an evaluation index system that meets the requirements of quality education. The evaluation index system is the concrete embodiment of educational values. At present, the evaluation index system should be adjusted according to the requirements of quality education. In terms of teaching objectives, we should not stick to the content of teaching materials, but should consider the needs of students' development and reflect openness and diversity; In the teaching content, teachers should be allowed to deal with and choose flexibly according to the students' situation and teaching needs; In the choice of teaching methods and teaching modes, teachers are encouraged to choose and create a teaching mode suitable for students' subjective learning, advocate classroom discussion, teacher-student cooperation and student-student interaction, cultivate students' historical thinking ability through discussion and establish a scientific view of history; Investigating the teaching process depends not only on teachers' grasp of knowledge structure and their handling of key and difficult points, but also on how teachers "guide learning", how to give full play to students' main role and arouse their learning enthusiasm. Students' activities in class should not only be guaranteed in quantity (that is, a certain number of people and time), but also have quality requirements (that is, the efficiency and effectiveness of activities). Investigating the teaching effect mainly depends on students' learning effect, students' thinking state and learning mood in class, and tests students' specific learning effect.
Thirdly, we advocate evaluating students' academic performance in various ways. Students' usual academic performance and classroom participation should account for a certain proportion in the overall evaluation of semester history learning. In addition to the written test, there must be practical activities in the assessment of academic performance in history class. Students should be encouraged to carry out practical activities such as historical speeches, small historical productions, historical visits and inspections, collect materials and write small historical papers by themselves, so as to count the achievements of students' learning activities. The written history test should also change from focusing on knowledge to focusing on quality and ability, and gradually reverse the situation of cramming for exams.
Fourth, improve the evaluation model and evaluation strategy. One is to change the one-way evaluation mode into the two-way evaluation mode. Teaching serves the development of students. Teachers should evaluate students' academic performance, and students can also evaluate teachers' teaching attitude and teaching level. How is the teacher's daily teaching? Is it suitable for students? Students have the most right to evaluate. Schools and educational supervision departments should also attach importance to students' views when evaluating teachers. Of course, students' evaluation of teachers is a scientific and prudent issue. Secondly, the evaluation strategy of quantitative statistics and analysis description is adopted reasonably. The evaluation strategy of quantitative statistics emphasizes data and experimental control, which is accurate, but it is difficult to comprehensively evaluate the rich connotation of educational effect. For example, when evaluating students' main activities, it is obvious that the actual teaching effect cannot be explained only by the time of activities and the number of speeches, and the content and performance of students' activities must also be described. Analytical and descriptive evaluation is comprehensive and can accurately express the meaning of teaching activities, but it is also unconvincing without certain data, especially in competitive teaching evaluation activities, quantitative indicators are sometimes indispensable.