Secondary school history lesson plan format

(I) Teaching Objectives:

1. Basic Knowledge Objective:

2. Ideological Education Objective:

3. Ability Cultivation Objective:

(II) Teaching Focuses and Difficulties:

1. Focuses:

2. Difficulties:

(III) Teaching Hourly:<

(D) Teaching methods and tools:

(E) Teaching process :

[Review questions]

[Introduction of the new class]

[Lecture the new class]

[Consolidation of the summary]

(VII) homework

(F) Board design

New teachers try to lecture, the key is not in the with the lesson plan The key to a new teacher's trial lesson is not the format, but whether there is a new idea of education and teaching, whether he can understand the essence of the new material, whether he can take into account the situation of the students and so on. I'd like to give you an article for reference.

"Into the new curriculum, how do we teach?" This is engaged in high school history curriculum teaching teachers should continue to practice, explore and reflect on. According to the research and listening to the lessons, it is found that at present, in dealing with the design of lesson plans, teachers mainly have three different attitudes and practices. One is to design carefully and push the boundaries - most of them are old teachers who welcome the new curriculum reform, have a high sense of responsibility and commitment, and have rich teaching experience, and young teachers who are energetic, good at accepting new ideas and new things, and dare to experiment. The other is to follow the old path and teach the new curriculum in the old way - mainly because they do not yet have a deep understanding of the curriculum reform, think that the curriculum reform is nothing more than a change of teaching materials, treat the new curriculum reform with the old concepts, and use the old lesson plans to prepare for the new lessons, so the lesson plans are basically a replica of the old ones, and there are even phenomena such as not preparing a detailed plan and only writing an outline. There are also some new teachers who have just joined the work lack of practice, despite the desire to work hard, but in the face of the new curriculum, the new materials do not know how to design the new concept of lesson plans reflecting the new curriculum reform.

In response to the above situation, it is all the more necessary to emphasize the importance of careful lesson planning. Classroom teaching is the main form of teaching organization of school education, is the main venue for the practice of curriculum reform. In order to turn the "ideal" of curriculum reform into reality, it is necessary to carefully prepare each class. We emphasize that teaching should be "six conscientious", the first of which is to prepare lessons carefully. Serious preparation is reflected in the careful design of lesson plans. In the implementation of the new high school history curriculum, how to design the new concept of curriculum reform, written in a new way of presentation, we put forward some basic ideas and teachers engaged in teaching the new curriculum **** with the discussion.

One, according to the standard to determine the classroom teaching objectives, integration of the "three-dimensional" objectives as a whole

If the curriculum reform is compared to the voyage, then the objectives of the course is to lead the reform of the course, the course is to lead the course of the course, the course is to lead the course of the course of the course. Then the goal of the course is to lead the beacon light of the reform. If you do not recognize the target, the curriculum reform will be lost. General high school history curriculum standard reflects the national education policy, embodies the advanced education concept, clearly put forward the knowledge and ability, process and method, emotional attitude and value of the curriculum objectives. The course objectives are to be realized through specific teaching objectives, teaching objectives and the requirements of the subject curriculum objectives are the same, that is, the above mentioned "three-dimensional" objectives.

Therefore, teachers in the design of the new curriculum for each lesson plan, for different teaching content, the first thing to consider is to determine the specific classroom teaching objectives of this lesson. Classroom teaching objectives refers to teachers and students in specific classroom teaching activities to achieve the expected goals and standards, is the general requirements of teaching in the classroom teaching activities in the materialization of the starting point for teachers to classroom teaching, is to evaluate, test the classroom teaching can achieve the goal of one of the basis. Determine the objectives of classroom teaching should be based on the subject curriculum standards, the primary work of the teacher's preparation for the classroom, is always in mind to have a sense of the standard, consciously and strictly implement the standard, and continue to study, understand the standard, and in the teaching of the standard in the refinement of the standard.

In order to implement the "three-dimensional" objectives of the history curriculum in classroom teaching, teachers should carefully study and understand the three dimensions of the standard on the basis of the development of the "three-dimensional" objectives in the specific application of each lesson. In the design of specific lessons. Can be developed and presented separately, but in the specific implementation of teaching, pay attention to the "three-dimensional" objectives can not be completely separated. The "three-dimensional" objectives should be considered in an integrated manner. In different content classes, the proportion of the three dimensions is also different. Some classes emphasize the teaching of historical facts, while others have a stronger function of ideological education. Only by integrating the "three-dimensional" objectives into one can the "three-dimensional" objectives be truly implemented into the teaching of each history class.

Second, study the content of the curriculum, refine the standard in the classroom teaching

High school history curriculum standard adopts the form of "module a topic", and tries to build up a basic, diversified and hierarchical curriculum structure; in the content of the curriculum, select the basic knowledge necessary for students' lifelong learning, reflecting the modernity and basicity. In terms of curriculum content, the basic knowledge necessary for students' lifelong learning is selected, reflecting the topicality and fundamentality of the times, and the close connection between the subject of history and social progress, academic achievements and students' experiences. The high school history textbooks written according to the curriculum standards break the original form of general history by dividing it into three compulsory modules, six optional modules,*** and 25 learning topics that are connected with the past and present, and with China and the world. Due to the change from the past general history to the topic, each module into its own system, it is easy for students to feel that the history of the study is not systematic, fragmented, not conducive to the formation of a complete concept of history. This requires teachers to determine the teaching objectives at the same time, to study the content of the curriculum, in teaching to reveal the wholeness and regularity of the development of history, pay attention to the organic connection between different modules and different topics, and some of the content should be combined with other courses.

Learning modules are presented in a new form in terms of system, structure and content, putting forward new requirements for teaching and lesson plan design. Taking the compulsory history (I) as an example, it is a module that focuses on typical historical facts in the process of development in the field of Chinese and world history and politics, and the topics are organized first in China and then in the world, first in ancient times and then in modern times. This arrangement is not in accordance with the natural chronology of the occurrence and development of things, and the horizontal connection and completeness between things are not very clear, which makes lesson preparation and teaching difficult. Coupled with the fact that the statement of the standard is macro and highly generalized, it is especially necessary to refine the standard in the preparation and design of teaching objectives.

Taking the human education version of the standard experimental textbook history compulsory (I) eighth unit "from scientific socialism to the establishment of the socialist system", the first lesson "the birth of Marxism" as an example, the standard is expressed as: (1) briefly described the main content of the **** Producer's Manifesto, and to recognize the great significance of the emergence of Marxism. (2) Understand the main historical facts of the Paris Commune Revolution and recognize its lessons in the establishment of proletarian power. It seems that a lesson standard has two requirements, however, in the teaching of only these two can not be this theoretical class to speak clearly. Some teachers in the design of specific teaching objectives, the above two refined into the following "three-dimensional" objectives:

I. Knowledge and ability

1. Understanding of the historical conditions of the birth of Marxism, understanding and briefly describe the main content of the **** Proletarian Manifesto, to recognize the historical significance of the birth of Marxism.

2. To understand the causes and process of the Paris Commune Revolution, to understand the nature of the Paris Commune, to analyze the reasons for the failure of the Paris Commune, and to recognize its lessons and historical significance in the establishment of proletarian power.

Two, process and method

1. Guide students to complete the group **** Proletarian Manifesto excerpts of the inquiry study, so that students initially perceive the importance of mastering first-hand historical information on historical learning and research, and understand the process and method of "perception-accumulation-understanding of history and reality". The students will realize the process and method of "perception-accumulation-understanding of history and reality".

2. By compiling a table of the structure of the revolutionary measures of the Paris Commune and analyzing and summarizing the reasons for its failure and the lessons learned, students will be able to perceive the charm of analyzing, synthesizing, summarizing and generalizing historical information, and learn the method of analyzing the historical problems from multiple perspectives.

III. Affective Attitudes and Values

1. Through the contrast between the hostility of the bourgeoisie and other forces to ****analism and the calm and objective analysis of the development of capitalism by Ma and En, the students will appreciate the wisdom and power of reason, and gradually form a scientific attitude.

2. With the repetitions and twists and turns of the victory of capitalism over feudalism as a prelude, the twists and turns of the socialist movement as a clue, and the conclusions of the "first thinker of the millennium" as a punctuation mark, the students can realize the historical characteristics and laws of the socialist movement which has been developing in twists and turns.

While this refinement deserves further scrutiny, it can be seen that the teacher, after studying and researching the standard, has recreated the "three-dimensional" objectives into one, throughout the teaching process, which helps to implement the "three-dimensional" objectives.

It can be seen that, regardless of how the textbooks are written and how the content changes, when determining the specific classroom teaching objectives, it should and must be based on the curriculum standards. Of course, it is not a simple and superficial understanding of the requirements of the standards, not to mention the ready-made design of the teaching reference books. Rather, we should be based on the teacher's understanding of the standards, the study of the textbook, the understanding of the students' learning situation, according to the school, according to the students, according to the class refinement of the standards, so that it is more specific, easier to operate, but also to ensure that the standards are fully implemented.

Three, change the way of teaching, two-way design of classroom teaching activities

The Ministry of Education, "Basic Education Curriculum Reform Outline (Trial)" in the requirements of the curriculum reform to gradually realize the students' learning mode, the teacher's way of teaching and the way of interaction between teachers and students change. The success of the new round of curriculum reform can be said to depend on whether there is a change in the way teachers teach and the way students learn. The process of teaching is a combination of teaching and learning. The General High School History Curriculum Standards (Experimental) states, "History teaching should be an interactive process of mutual interaction between teachers and students, *** with development." Teachers to improve the way of teaching is a prerequisite for students to improve the way of learning, is to change the way of student learning services.

In the traditional "full irrigation" history classroom teaching, teaching is centered on the teacher. Teachers are always the protagonist of the classroom, students are passive acceptance of knowledge, often feel that learning is boring, the classroom atmosphere is dull. In the new round of curriculum reform, whether the teaching method to a "subversive change", teachers and students in the classroom role can come to a conversion, is engaged in the new high school history curriculum in front of the teachers must seriously address the issue of teaching. Because the curriculum is to be implemented through classroom teaching in schools, classroom teaching is ultimately implemented by teachers. Therefore, it is necessary for teachers to change their teaching methods in classroom teaching while updating the concept of curriculum.

In the process of implementing the new high school history curriculum, a change in teaching style is imperative. In the changed teaching, how should the role of teachers change? The concept of the new curriculum tells us that teachers should change from a mere transmitter of historical knowledge to an organizer and facilitator of students' learning, from the "authority" of history to a participant in the teaching of history and a collaborator in students' learning, and from the control of teaching managers to a guide for students' growth.

In the teaching of the new high school history curriculum, not only the role of the teacher to change, the role of the students should also be changed, from the passive recipients of learning to independent learners. The role has changed, the learning style should also be changed, to learn various forms of active learning style. Whether or not we can truly realize the change of students' learning styles is one of the important links in implementing the concepts and objectives of the new senior high school curriculum and realizing the reform of teaching and learning.

So in the design of the lesson plan can no longer be as in the past, only the teacher's activities as the center of the teaching process, but to two-way design. Both the teacher's activities, while there are student activities, teacher-student interaction, teacher-student complementary, so that our history classroom teaching is full of harmonious atmosphere. Students in such an atmosphere, active thinking, free exchange, active inquiry, bold questioning, learning easily, learning, learning, learning. The classroom is not only the teacher's podium, but also a place for students to learn. Teachers in the teaching process, where students can say, students can do, can learn by themselves, can let students complete. Even if there is through independent study, cooperative learning can not be completed, the teacher is also valuable in a timely manner to point out, give ideas, and no longer take over.

This two-way design of teaching activities of the lesson plan, in the compulsory education of 7-9 grades in the new history curriculum has been promoted to some extent. It can be said that the new history curriculum for compulsory education has prepared for the implementation of the new curriculum in high school, and it is worthwhile for high school teachers to study and learn from it. Admittedly, there is a big difference between teaching in high school and middle school. In the lesson plan design of the new high school history curriculum, more attention should also be paid to the design of activity goals and the test of goal achievement. The lack of test feedback is unable to put the teacher-student interaction in the classroom into practice, so it needs to be taken into account in the design of the lesson plan at the same time. Should also advocate the design of the lesson plan peer evaluation and teachers to teach the self-summarizing reflection, which will help promote the school-based teaching and research, so that history teachers in the reform of the quality of their own better development, and the new curriculum with the growth of **** progress.

The implementation of the new high school curriculum is a valuable opportunity and a serious challenge for the majority of high school teachers. It can be said that, under the leadership of advanced curriculum concepts, designing a lesson plan that embodies the concept of curriculum reform and has a new way of presentation is a prerequisite for a good class, and is the key to ensuring the implementation of the new curriculum and improving the quality of teaching. Knowing is easy and practicing is difficult, we need to continue to work hard and explore and improve in teaching practice.