How to optimize the design of history teaching and improve the effectiveness of classroom teaching

Optimizing the teaching goal of history and improving the effectiveness of classroom teaching

Classroom teaching is the most basic teaching form and the main channel for students to acquire knowledge, improve their abilities and develop their ideas.

However, classroom teaching time is limited, especially for history teaching, two classes a week is far from explaining the true meaning of history, so improving the effectiveness of history classroom is the most urgent task for every history teacher.

How to make students gain, improve and make progress in history learning through 45 minutes of classroom teaching activities? I think setting effective teaching objectives is the premise of improving the effectiveness of history classroom.

Teaching goal is the expected result or standard achieved by teachers and students through teaching activities, and it is a clear and concrete expression of what learners will be able to achieve after teaching.

To put it simply, it is what, how and to what extent teachers teach in classroom teaching; What students learn, how to learn, and to what extent.

Teaching objectives are set by teachers when preparing lessons before class, but in class, teaching objectives must be transformed into students' learning objectives.

For teachers, the effective teaching goal is to determine the teaching focus, clarify the main line of teaching, presuppose and generate the foundation, and put it in teachers' hearts; Effective teaching objectives for students are the process of exploring new knowledge, or the process of discovering problems, acquiring knowledge and forming abilities, and the learning results obtained by students.

For middle school history teaching, the teaching goal is the logical starting point and end point of the teaching process, which plays a guiding role in the whole teaching process. It is like a "road sign" and leads the smooth development of the teaching process.

When setting teaching objectives, we should pay attention to the following pairs of relationships:

First, the relationship between teaching objectives and curriculum objectives

The history curriculum standard of ordinary senior high school defines the history curriculum goal as three dimensions: knowledge and skills, process and method, emotional attitude and values. Under the framework of three-dimensional curriculum objectives, curriculum standards also define module objectives and content objectives.

In the process of history teaching, the three-dimensional goal is the overall goal framework of history curriculum and the requirement of the specific goal of history classroom teaching.

The classroom teaching goal is to further refine the curriculum goal. When making accurate classroom teaching objectives, teachers need to make the teaching objectives of this lesson under the guidance of curriculum objectives, module objectives and content objectives by comprehensively and carefully analyzing the requirements of curriculum standards.

So as to ensure the scientific teaching objectives of this course and avoid randomness in the teaching process.

For example, the curriculum standard of "Confucius and Laozi", a compulsory course of high school history in Yuelu Edition, is to know Confucius and the main historical facts of "a hundred schools of thought contend".

On the basis of a comprehensive interpretation of the curriculum standards, the following teaching objectives are formulated: knowledge and ability: correctly telling the life of Confucius; Give examples around to illustrate the meaning of Confucius' main ideological proposition-benevolence and courtesy; Explain the influence of Confucius' main ideas on later generations with examples in history or around him; Tell the main contribution and influence of Confucius in education.

Process and method: by introducing the life of Confucius, learn the method of introducing historical figures; Describe the portraits of Confucius and hundreds of representatives, tell short stories that embody the core of Confucius' thoughts, deepen the understanding of Confucius' thoughts and the thoughts of hundreds of representatives, and learn and improve the methods and abilities to obtain relevant information from materials; Pay attention to the connection between history and reality, and initially understand the thinking method of analyzing realistic problems from a historical perspective (viewpoint).

Emotional attitude and values: through the understanding and analysis of the main ideas of Confucius and Laozi and their influence, we will gradually identify with China's excellent traditional culture, stimulate interest in studying history and research consciousness, and gradually form a good habit of consciously observing and publicizing social ethics; Experience and learn the excellent learning quality of the sages who are good at learning, diligent in thinking, brave in exploring and not ashamed to ask questions, and gradually develop good study habits.

When making teaching goals, we should also realize that three-dimensional goals are not independent three goals. In classroom teaching, we can't finish one dimension before implementing another, and the two are linked.

On the research level, we can take the goal apart and discuss it in three parts, but on the practical level, it must be a trinity, and it must never be artificially separated.

It can be said that knowledge and skills are carriers, processes and methods are bridges, and emotional attitudes and values are sublimated.

Among them, the learning of "process and method" and "emotion, attitude and values" are long-term comprehensive accumulation processes, which should be integrated into the learning of "knowledge and skills".

Second, the relationship between teaching objectives and the actual situation of students

The main body of teaching work is students, the goal of teaching work is for students' development, teaching is for learning, and students' learning is the real purpose.

Although the teaching goal is set by teachers when preparing lessons before class, its ultimate goal in the teaching process is to make students clear about their learning priorities, enrich their inner feelings and improve their own quality.

Therefore, the most prominent feature of effective teaching objectives is that the subject of behavior should be students rather than teachers, and the design and compilation of objectives should be student-centered.

When making teaching objectives, teachers should study teaching materials and curriculum standards and have a detailed understanding of the students in their own classes.

Understand the psychological characteristics of students, their learning foundation, their advantages and disadvantages, and find a real starting point for students.

On this basis, the knowledge scope and difficulty of teaching objectives are determined.

And reflect what you know in the teaching objectives.

First of all, the learning requirements in the teaching objectives should be specific and clear.

Say, put forward, find, explain, repeat, read and use correctly; Behavioral verbs such as discrimination, differentiation, analysis and generalization state students' behavior changes, internal abilities and emotional changes after learning.

Secondly, the teaching objectives should have clear levels and gradients.

When setting goals, design teaching goals with different difficulties according to students' personality and level, which will neither make top students feel too easy to do nothing, nor make underachievers feel too difficult and confused.

Realize the unity of hierarchy and accuracy of teaching objectives.

Only in this way can we play the role of guiding, encouraging, standardizing and promoting all-round development of teaching objectives, and avoid being a mere formality.

Third, the class answers

Third, the relationship between pre-class presupposition and classroom generation.

Setting teaching objectives is the most basic and important premise.

Target presupposition is different from the presupposition of specific teaching activities. With the development and change of teaching process, the presupposition of teaching activities may produce new resources, so teachers may also adjust teaching plans in time. On the contrary, whether teachers should adjust the teaching plan according to the generated resources depends on the teaching objectives. Teachers should analyze and judge whether the generated resources meet or can achieve the teaching objectives better than the original plan.

However, it is not impossible to generate teaching objectives, pre-class presupposition can not cover everything, and unexpected events are inevitable.

At this time, the teacher's teaching wit is reflected.

These unexpected events may be contrary to our designed teaching objectives, or even irrelevant. What are we doing? Teaching opportunities are hard to come by. If the educational effect brought by this unexpected event is obvious and beneficial to the development of students, then why not change the teaching objectives? Of course, if you are within your ability, you'd better guide this unexpected event to our pre-planned teaching objectives, so that the two can be effectively combined and complement each other.