What are the characteristics of History Curriculum Standard compared with History Teaching Outline?

Under the new curriculum system, how do history teachers cope with challenges?

History Curriculum Standard for Nine-year Compulsory Education (Experimental Draft) was published by Beijing Normal University Press in July, 20001,which will eventually replace the traditional history syllabus. Then, in the new era, how to carry out history teaching in middle schools can better implement the new ideas put forward in the new History Curriculum Standard and conform to the spirit and theme of the new history curriculum reform. This is undoubtedly a topic worthy of discussion for our front-line history teachers and an unavoidable problem for our history teachers. Based on this history curriculum reform, we try to analyze many advanced teaching ideas put forward in the history curriculum standard (experimental draft), and from the perspective and standpoint of history teachers, take the content of "Ancient History of China" as an example to discuss how history teachers should face challenges in the new period.

First, history teachers should seriously study modern educational theory, especially curriculum theory, improve their theoretical quality, enhance their awareness of curriculum reform, support curriculum reform in action, and study curriculum reform in teaching.

As we all know, the ongoing history curriculum reform is the largest and most profound history education reform since the founding of the People's Republic of China. Strictly speaking, the past history education reform can be said to be a kind of "teaching" reform, and rarely involves the "curriculum" reform.

To explore the essence of history education, we should not only look at history education from the perspective of teaching, but also leave and give up solving problems in history education from the curriculum level, which is the deficiency of history education research for a long time. Without scientific curriculum objectives, there will naturally be no scientific teaching objectives. What is the essence and purpose of history education? Is knowledge, ability, emotional attitude and values in history education the research scope of "history teaching" or the discussion scope of "history curriculum"? I think this is a problem that history courses should focus on. Therefore, the purpose and goal of history course should be solved first, and then the goal of history teaching can be discussed on this basis. Only by solving the problem of history education at the "curriculum" level can we seriously reflect on the present situation, problems and solutions of history education at the "teaching" level.

Years of history teaching practice has also proved that the achievements of history teaching reform are enormous, but it is also an indisputable fact that the research on history curriculum is lagging behind, so the effect of reform only relying on "teaching" level is extremely limited. We believe that the importance of curriculum has far exceeded the importance of teaching methods in contemporary times. Therefore, on the basis of the current history teaching reform, we must vigorously promote the history curriculum reform, that is, on the one hand, pay attention to "curriculum" and "teaching" and promote the in-depth development of history education reform through "comprehensive management".

Curriculum reform is the core of basic education reform. The success of curriculum reform is closely related to teachers' attitude towards curriculum reform to a great extent. In fact, if the new curriculum is not recognized and accepted by teachers psychologically, they will have a resistance reaction, and the result of the implementation of the new curriculum is even more worrying. Generally speaking, the change of new educational ideas produced by the new curriculum often conflicts with teachers' traditional thinking patterns and behavior habits, which makes teachers' teaching process unsuitable in a short time. This is a frequent phenomenon. However, from the perspective of education and student development, our teachers must support the current curriculum reform of basic education in thought and action. No matter how difficult it is, we should try to overcome it.

As the initial achievement of the current history education reform, the history curriculum standard naturally has something worthy of further discussion and exploration. For example, the cultivation of students' "humanistic quality" mentioned in the history curriculum standard shows that history education is exploring a road of "returning to nature". So, what is the connotation of humanistic quality? What is the relationship between the cultivation of humanistic quality and the formation of knowledge and ability? Is it appropriate to set the goal of history course? How to deal with the relationship between inheritance and foresight of history curriculum objectives? How to evaluate students' "emotional attitudes and values" and so on are all important issues that we history teachers can't avoid and should focus on in teaching research.

Second: Compared with the history syllabus, the history curriculum standard has permeated many new research achievements in the history field, but it still lags behind. In order to adapt to the history curriculum reform, history teachers should constantly understand the new research results in the field of history, update their knowledge structure, and introduce these new research results into classroom teaching appropriately.

As the historical outline points out: "About 2 1 century BC, the history of China entered the slave society." "The period from 475 BC to 22 BC1year was the Warring States Period, and China entered the feudal society from then on". In the content standard of the history curriculum standard "Ancient History of China", it is generally pointed out that "the ancient history of China experienced three stages of development: primitive society, slave society and feudal society", among which the lower limit of slave society and the upper limit of feudal society in the ancient history of China actually adopted the attitude of diluting and weakening the boundary between slave society and feudal society. It should be said that this is an extremely appropriate way to deal with it, and it is also an important embodiment of absorbing the new research results of historians.

Historical research is developing. While constantly absorbing new achievements in the field of history research, the history curriculum standards also have certain stability, which will inevitably lead to the backwardness and lag of history education in some aspects. Therefore, this limitation and deficiency of history curriculum standards can never be overcome, and only when history teachers actively pay attention to the new research trends and achievements in the field of history can they effectively make up for it.

For example, about the origin of Chinese civilization. We think that the knowledge structure of history teachers should understand that there are ancient human cultural sites in the north and south of China, and the origin of Chinese civilization is not limited to the Yellow River valley, but originated in many places, showing an unbalanced development in many areas. We must correct the traditional view that the civilization of the Chinese nation originated in the Yellow River basin and then spread around. In addition, in recent years, many historians, archaeologists, anthropologists and ethnologists at home and abroad 100 generally believe that the past customary statement of "5,000 years of Chinese civilization" is inconsistent with historical facts. The history of civilization in China should be traced back to 10,000 years ago. The latest research results of anthropology and folklore also make us believe that Baiyue ethnic group in the southeast coast had already gone to Taiwan Province Province, emigrated overseas and went to the islands in Southeast Asia and the Pacific Ocean as early as 6,000 years ago. These new research results suggest that teachers should infiltrate history teaching to a limited extent according to the actual teaching situation.

For example, the history curriculum standard suggests that history teaching should take Dujiangyan, the Great Wall, the Grand Canal, Zhao Zhouqiao and the Forbidden City as examples to let students experience the wisdom and creativity of the ancient working people in China. In fact, in the History Curriculum Standard, the content of people's uprising has been weakened. After the content of the people's uprising was deleted, there were fewer scenes that directly reflected the strength of the working people. We believe that teachers should have a clear understanding of this and realize that this change is due to the fact that the history curriculum standards have fully absorbed the new achievements of history research. Under the guidance of the old historical view, the people's promotion of historical development is mainly reflected in class struggle, while the new historical view insists that the people's promotion of history is not only reflected in the people's uprising against tyranny, but also in many other aspects. For example:

In the troubled times of ancient times, we can clearly see the courage and unyielding of the working people and the defense of human dignity; In the prosperous times, their diligence and wisdom are more reflected. In the history of feudal society, both the Tang Dynasty and the Qing Dynasty created a prosperous scene that was celebrated through the ages.

In addition, the working people gave great support to the government in various wars to safeguard national unity and oppose foreign aggression. Especially in the Tang Dynasty and Qing Dynasty. The third function of working people can be embodied in a series of major projects in ancient times, many of which still exist in the world today. In these large-scale projects, in addition to the achievements of designers and presenters, the sweat and wisdom of thousands of working people have also been condensed.

Peasant uprising is a form of showing the strength of the working people, but it is not the only form. Under the guidance of the traditional concept of history teaching, these aspects are often ignored in history teaching. Then in the new era, in the history teaching under the guidance of the new history curriculum standards, our history teachers should pay full attention to and strengthen the teaching of "people are the important driving force of historical development" from the above aspects.

Thirdly, the history curriculum standard emphasizes "advocating students to actively participate in the teaching process, dare to ask questions, and establish a student-centered teaching concept". In view of this, history teachers should encourage students to carry out innovative thinking activities, respect students' independent opinions and advocate scientific innovative thinking activities.

History teaching should truly embody the new educational concept of "students are the masters of learning". Modern teaching theory holds that students are the masters of learning and teachers are the guides of students' learning. In the teaching process, teachers' leading role and students' dominant position should be paid enough attention. The biggest disadvantage of previous teaching is that teachers basically arranged or replaced students' learning, and did not respect students' dominant position in learning.

For example, history teachers can guide students to carry out discussion activities with the theme of "Is it historical progress or historical retrogression that the hereditary system of the throne replaces the abdication system of primitive society". Students can be reminded that what we think is "the establishment of Xia Dynasty is the expression of social development" is analyzed from the macro perspective of historical development, not that all aspects of the reform in Xia Dynasty are historical progress and should be affirmed by us.

Teachers can also encourage and guide students to write small historical papers, with the aim of cultivating students' ability to collect and sort out documents and their ability to interpret and express words. Because it is the first time to write, the teacher doesn't have to ask the writing standard of the paper, and the article doesn't have to be too long. On the topic selection, it should be meaningful, encourage students to put forward their own opinions boldly, don't follow suit, and resolutely oppose piecing together and copying the contents of other people's works. And give instructions and guidance on writing methods and skills. In addition, the history teacher should make detailed comments in time after reading the students' compositions. We should encourage more students to write compositions. For the shortcomings and defects in the article, teachers are advised to give guidance alone to help students correct them.

It is correct for history curriculum standards to encourage students to express their opinions, but it can never be understood as encouraging students to pursue so-called "unconventional" illogical reasoning. For example, according to historical records, Confucius had 3,000 students, 72 of whom were successful. Some students think that the success rate of students trained by Confucius is very low, and it is incorrect to call them great educators. Surprisingly, students' "innovation" and "seeking difference" were praised by teachers. We believe that we can only encourage and advocate students' innovation in a scientific way, instead of "doing something unconventional" without sufficient facts and theoretical basis.

Fourth, the history curriculum standard points out that history teaching should pay attention to "learning to analyze and solve problems, and changing students' learning methods of rote memorization and passive acceptance of knowledge". In order to eliminate the disadvantages of emphasizing "teaching" over "learning" in traditional history teaching, history teachers should pay attention to the guidance of students' history learning methods in history teaching.

For example, the history curriculum standard requires students to evaluate historical figures correctly, fairly and objectively, such as evaluating Emperor Wu of Han Dynasty, evaluating Emperor Taizong, comparing the historical roles of Qin Shihuang and Emperor Wu of Han Dynasty, and enumerating the historical merits and demerits of Qin Shihuang, Emperor Wu of Han Dynasty and Emperor Taizong. This is an important part of the cultivation of junior middle school students' historical thinking ability.

In teaching, teachers should strengthen the guidance of "methodology" for students to evaluate historical figures. There are countless important people in history, and the time in history class is not allowed to evaluate everyone. In this case, teachers must explore advanced teaching methods to achieve efficient teaching results. We think the theory of "example teaching" is worth learning. "Example teaching" means to arm students with representative, basic and typical knowledge through teaching. Through these example teaching, students can learn the universality and general principles of subject knowledge by analogy. And with the help of these principles and the "migration" of learning methods, the purpose of flexible learning is realized.

To evaluate historical figures, we can classify the important activities that historical figures participate in and then evaluate them. Generally, it can be divided into politics, ideology, economy, culture and ethnic relations. You can also adopt the method of staging, that is, the important activities of historical figures are generally divided into two stages: the early stage and the late stage, which are reviewed separately. This standard can be formulated by teachers in advance and supplemented and improved through bilateral interaction between teachers and students in the teaching process; It can also be summarized by students under the guidance of teachers through their evaluation activities.

Another example is to evaluate the historical phenomenon of Zheng He's voyage to the West. It is suggested that teachers provide students with "positive and negative" materials, so that students can make comprehensive analysis and judgment from both positive and negative angles. Students should not only realize the positive influence of Zheng He's voyage to the West, but also realize the negative influence of Zheng He's voyage to the West: it strengthened the traditional small-scale peasant economic foundation in China and encouraged the enterprising spirit of the feudal rulers in China; Trade adheres to the principle of "from thick to thin", and its purpose is only to show China's prosperity, thus deepening China people's conceit and self-centered world outlook.

Fifth, the history curriculum standard defines the nature of history discipline: humanities. This means that history education should focus on the shaping of students' humanistic spirit and the construction of ideological realm. Therefore, our history teachers should realize that whether the correct "emotional attitude and values" can be established and formed in students' minds is related to the success or failure of history education.

From May 65438 to May 0997, the Department of Basic Education of the Ministry of Education conducted a large-scale sampling survey on the implementation of the current curriculum plan in compulsory education in China. The survey covered 72 regions in 9 provinces and cities16,000 students, 2,500 teachers, principals and social celebrities. The survey results show that:

60% of teachers and colleagues talk most about imparting basic knowledge and developing thinking ability, while 50% of teachers and colleagues talk most about problem-solving skills; In sharp contrast, only 10% of teachers and colleagues talk about the cultivation of students' personality, the establishment and cultivation of emotional attitudes and values. It is not difficult to see that there are potential hidden worries in the realization of the teaching objectives of basic education courses. Under the guidance of this teaching concept, the development of students presents an unbalanced trend.

As far as history teaching is concerned, we believe that its teaching goal should focus on promoting the all-round development of students' body and mind, not just the development of students' cognition. This is also determined by the nature that history belongs to the humanities. However, in today's classroom teaching, we are still arguing about which is more important, knowledge imparting and ability training, and which is less important, but we do not attach great importance to the establishment of students' emotions, attitudes and values. In fact, in our opinion, if students fail to establish correct "emotional attitudes and values" in their minds, whether they acquire historical knowledge or enhance their thinking ability, then such history education can hardly be said to be successful.

The promulgation of the new history curriculum standard is undoubtedly highly targeted. In the category and level of "emotional attitude and values" related to promoting students' sound personality, the course objectives are put forward to enable students to "establish a sense of historical responsibility and mission to the country and the nation", "form a sound personality and healthy aesthetic taste" and "form an international consciousness facing the world and the future".

Take Shang Yang's political reform as an example. Teachers should emphasize Shang Yang's personal reform courage and fearless spirit in teaching, so as to have a positive impact on students' moral personality. For example, the reform of Emperor Xiaowen in the Northern Wei Dynasty conformed to the trend of historical development and made important contributions to the development of China's multi-ethnic country. In teaching, Emperor Xiaowen's reform perseverance, which is not afraid of difficulties and obstacles, is a typical material for students' strong will education and frustration education. If we study the historical content of Behind Closed Doors, we should let students feel and realize from the heart that human science and culture are always advancing through mutual infiltration and communication. If we break away from this kind of communication and infiltration, we will be abandoned by the world trend, which is a good proof that the closed-door policy in China's history eventually led to the humiliation of our country. We believe that if students can have this understanding, it shows that history education has made remarkable progress in cultivating students to form correct "feelings and values".

For example, in the teaching of the history of science and technology, students should have a basic understanding of China's important scientific achievements in ancient times, generate national self-confidence and pride, sprout a sense of identity with China's history and culture, and feel the great contribution of Chinese civilization to the development of world civilization and the progress of human society.

In addition, it is suggested that teachers make a preliminary analysis of the hidden shortcomings in the outstanding scientific and technological achievements in ancient China in order to correct our long-standing complacency about the scientific and technological achievements in history. For example, Zhang Dianzhou, a professor at East China Normal University, pointed out in view of the problems existing in the education of the history of science: "We can't just calculate how many years pi was earlier in Zu Chongzhi than in the west, and we don't have to work hard on the" early or late "achievements of ancient science. This paper mainly introduces the advantages and disadvantages of China's science, the struggles of ancient and modern scientists, and looks at the world based on today. ..... don't engage in narrow nationalism. " [1] These views are very insightful. The teaching of the history of science and technology should ultimately enable students to establish the consciousness and spirit of working hard, studying hard and striving for self-improvement in order to revive the scientific and technological achievements of Chinese civilization in the past.

Sixth, the new curriculum reform fully respects teachers' participation in and development of the curriculum, which is manifested in the "curriculum objectives", and requires history teachers not only to study the explicit objectives proposed in the curriculum standards, but also to explore and explore the realization of the hidden objectives behind the history curriculum standards.

The learning goals proposed in the history curriculum standards are generally explicit goals. In addition, our history teachers should also devote themselves to exploring many hidden goals in the teaching of ancient history content.

For example, the stories of Yue Fei's anti-Jin and Wen Tianxiang's anti-Yuan suggest how to treat and deal with the ethnic war relations in ancient China. We think it is necessary for teachers to give serious theoretical guidance to students.

Teachers should first make students realize that China has been a multi-ethnic country since ancient times, and all ethnic groups have made important contributions to the development of our country. Historically, the political power established by the Han people in China and the political power in the minority areas in China are both the political power of China and an inseparable part of the Chinese nation. As the famous historian Fan Wenlan pointed out: "According to historical records, * * * developed China with all ethnic groups. Generally speaking, the Han nationality first developed the Shaanxi-Gansu and Central Plains regions of the Yellow River valley, the Dongyi nationality first developed the coastal areas, the Miao and Yao nationalities first developed the Yangtze River, the Pearl River and the Minjiang River valley, the Tibetans first developed Qinghai and Tibet, the Yi and Southwest nationalities first developed the Mongolian region, and the Hui and Northwest nationalities first developed the northwest region. [2]

History teachers should also make students realize that although there were wars between ancient countries, friendly exchanges were the mainstream among people of all countries. As for how to evaluate the nature of the inter-ethnic war in ancient China, students should realize that this kind of war only has the definition of justice and injustice, and there is no distinction between aggression and anti-aggression.

Teachers must adopt flexible and changeable strategic analysis when explaining the ethnic relations in the ancient history of China, especially in the form of war. For example, the unification of China in the Yuan Dynasty was a manifestation of China's historical development and progress, while the struggle against Yuan led by Wen Tianxiang was a just struggle. We can't deny the justice of the struggle led by Wen Tianxiang because the unification of China in the Yuan Dynasty was the progress of China's historical development, nor can we assume that the war in China in the Yuan Dynasty was unjust because the struggle led by Wen Tianxiang was just.

The term "national hero" also refers to those historical figures who have made important contributions to defending the overall interests of the Chinese nation and resisting foreign aggression and harassment. When we evaluate Yue Fei's resistance to Jin and Wen Tianxiang's resistance to Yuan, we call them patriotic heroes, not "national heroes". This is because the struggle against gold or yuan led by them effectively weakened the damage of northern minorities to the southern economy, protected the hungry development of the southern economy and safeguarded the interests of the southern people. Generally speaking, this kind of war still belongs to the internal disputes of the Chinese nation.

Of course, there are other hidden goals in the history curriculum standards, such as unification is the inevitable trend of China's historical development, correctly understanding the role of geographical environment in the development of human history, the role of women in the creation and inheritance of human civilization, cultivating students' sense of hardship, properly handling the relationship between patriotism and scientific spirit in the teaching of history of science and technology, and understanding China's traditional culture through the evolution of Chinese characters, all of which require teachers to explore and develop constantly in teaching.

In a word, the vigorous curriculum reform of basic education poses a severe challenge to history teachers. Under the new curriculum reform, the role of teachers has changed greatly. Teachers are no longer the traditional image of imparting knowledge, but "one-on-one", caring people in students' growth, guides in students' development, developers of students' potential, researchers of curriculum reform, and explorers of teaching art. According to this requirement, although there is a long way to go. Our history teachers, only in the teaching process, through the opportunities and channels of further study and self-study, can shoulder the heavy responsibility entrusted by the development of the times.