How to design the classroom teaching of history and society

The central task of teaching design of history and society course is to analyze and study various teaching factors under the guidance of system theory, including teaching objectives, teaching contents, teaching methods, teaching media, students' conditions and teachers' own conditions. On this basis, the teaching plan is drawn up, so as to achieve the optimal combination of teaching and achieve good teaching results.

(A clear teaching objectives

1. Teaching objectives and their functions

The so-called teaching goal is a concrete and clear statement of what students can do after learning a certain teaching unit (or class).

Teaching goal refers to the behavior or performance that students expect to achieve in a specific teaching.

The teaching goal is the concrete application of behavioral science in the field of educational science.

At present, clarifying the teaching objectives has become a common requirement in teaching practice and an important link in teaching design.

What needs attention here is the relationship between teaching objectives and teaching purposes.

Generally speaking, the teaching purpose is abstract, and it is a universal, unified and ultimate teaching purpose or requirement.

Teaching objectives are much more specific, which is a special and phased requirement of teaching activities.

The ultimate realization of teaching objectives depends on the implementation of a series of specific teaching objectives, and the connotation of teaching objectives runs through every specific teaching objective.

The second part of Curriculum Standards for History and Society (II), Curriculum Objectives, lists the general objectives, as well as the requirements for knowledge and skills, processes and methods, emotional attitudes and values.

The overall goal puts forward the educational task of this course at a high level, or the basic requirements that students should meet through three years of study.

The three requirements are a further explanation of the overall goal, and are the provisions for the concretization and refinement of the overall goal; In actual teaching, we can also sum up the general goal into these three requirements.

The teaching design of history and society course, if a unit is designed, then the teaching goal of the unit needs to be clear.

Usually, the teaching design of a class needs to be clear about the teaching objectives of the class.

It is of great significance to clarify the teaching objectives.

First, according to the teaching objectives, teachers and students can clearly communicate what they have taught and learned; Teachers, students, teaching administrators and teaching evaluators have a unified basis for evaluating teaching.

Second, the teaching objectives clearly explain to students the basic contents to be learned and mastered, which can help students understand a lesson, a unit, and even the whole course and requirements, so that students can know fairly well.

Thirdly, teachers can formulate appropriate teaching strategies, compile appropriate teaching materials and choose effective teaching methods and teaching media according to teaching objectives, thus ensuring the smooth completion of teaching tasks.

Fourth, the teaching goal represents the lowest level of behavior that most students should obtain.

Therefore, if most students concentrate on their studies and get proper guidance, they can all achieve their goals, thus encouraging students to study with confidence.

It is necessary to fully affirm the role of setting and determining teaching objectives.

But there may also be some unfavorable teaching situations, such as losing flexibility in the teaching process; Goals are set for most people, regardless of individual differences; In particular, the results of some learning activities can not be fully expressed through behavior, such as some higher-level thinking and deeper values.

In view of these shortcomings, we should pay attention to the flexibility of teaching objectives when establishing the teaching objectives of history and society.

In the proposed teaching objectives, in addition to explicit behavior, factors related to emotion, attitude and values should also be considered, so as to fully implement various tasks.

2. Classification of teaching objectives

Teaching goal is an important part of educational goal.

Educational goals include teaching goals.

For convenience, there is no difference between the two under the premise of no difference here.

The theory of educational goal classification can be traced back to the activity of pursuing efficiency initiated by bobbitt in the field of curriculum development in the 1920s.

This science curriculum movement, which is characterized by the concretization and standardization of educational goals, encountered a realistic problem in practice: the educational goals at that time were usually decided by the national education department, and teachers only had the opportunity to make choices.

Therefore, the curriculum at that time was considered "superficial and rash".

Later, Taylor, an American educator known as the "father of behavioral goals", clearly pointed out: "Education is the process of changing people's behavior." But Taylor's understanding of "behavior" is different, including both explicit behavior and implicit behavior such as "thinking" and "emotion".

Taylor's student Bloom studied the classification of educational goals in 1948, which was divided into three areas: cognition, emotion and motor skills.

1956, 1964 and 1972 have published the classification of educational objectives, which makes the educational objectives clear, systematic and concrete. This is a great achievement of American educational research and enjoys a high reputation in the world.

From 65438 to 0986, Bloom was invited to give a series of lectures in China, and his theory had a great influence on the education circle in China.

Gagne, another American psychologist, devoted himself to the study of learning classification.

1965 published the book "learning conditions", which was revised three times in 1970, 1977 and 1985. This is a classic book on the study of learning classification.

Originally, Gagne divided learning into eight categories from low to high, and in the revision, Gagne proposed the division of five learning outcomes.

First, oral information refers to knowledge that can be expressed in words;

Second, wisdom skill refers to the ability to use symbols to do things;

Thirdly, cognitive strategy refers to the special cognitive skills that control and regulate one's cognitive activities internally;

Fourthly, motor skills refer to the acquired ability to coordinate their own muscle activities;

Fifth, attitude refers to the internal state of acquisition that determines individual behavior choices.

These five kinds of learning are divided into three areas: the first three kinds of learning results belong to the cognitive field (including knowledge, skills and strategies); The fourth learning result belongs to the field of motor skills; The fifth learning achievement belongs to the emotional field.

It has become the knowledge of almost all learning and educational psychologists to divide human learning results into three areas: cognition, emotion and motor skills.

Gagne's five categories of learning achievements have been recognized all over the world.

Because the teaching goal of the school is also the expected learning result of students, this learning result has direct guiding significance for teachers to determine the teaching goal.

Comparing Gagne's classification of learning results with Bloom's classification of educational goals, it is not difficult to find that the broad framework of the two classifications is completely consistent.

In other words, Gagne and Bloom divided students' learning achievements into three areas: cognition, emotion and motor skills.

3. The formulation of teaching objectives of this course

The formulation of teaching objectives of history and society course is of great significance in teaching.

The teaching goal of a class is the concretization of the overall goal of the course.

The realization of the general goal of history and social education depends on the whole process of teaching and the accumulation of each class.

Drawing up the teaching objectives of each class, making them clear and specific, and striving to achieve them in actual teaching are the basis and guarantee for completing the overall objectives and implementing the overall tasks.

The teaching goal of a class is the basis of organizing teaching content, choosing teaching methods and teaching media, and also the scale and standard of teaching evaluation.

Therefore, it is the core of a class teaching design.

How to draw up the teaching objectives of history and social studies? First of all, make clear the basic principles of setting the teaching objectives of a class.

A class is a relatively independent whole, and it is also a link and an organic part of the whole course.

Therefore, it is one of the basic principles to set the teaching objectives of a class from the overall situation and concrete reality.

Considering the big picture, we should have a holistic view as well as a holistic view, and put a lesson in a unit, a textbook or even all courses to investigate.

Proceed from the concrete reality, that is, from the position and function of a class, from the teaching content of a class, and from the students' actual understanding level.

Setting the teaching objectives of a class cannot be divorced from the actual situation of students.

To formulate the teaching objectives of a class, we should carefully handle the relationship between the whole and the part.

Pay attention to the overall implementation and completion of the teaching objectives and tasks of a class.

Therefore, the organic combination and dialectical unity of knowledge, skills, methods, emotional attitudes and values is another basic principle to formulate the teaching objectives of history and social sciences.

The teaching of history and society should not be inferior to the rest because of patronizing knowledge teaching, and should not neglect the cultivation of emotional attitudes and values because of highlighting the cultivation of ability.

The implementation of each task should be considered according to the specific situation and characteristics of each class.

Secondly, determine the basic steps of making classroom teaching objectives.

First, seriously study the curriculum standards and teaching materials, and fully understand the actual situation of students.

Secondly, the content of this textbook is deeply analyzed, and the basic concepts of things, phenomena, events, people and their relationships are clarified, and then the basic requirements of knowledge teaching are put forward.

At the same time, combined with students' reality and social reality, consider or put forward the basic requirements of cultivating ability and emotional attitude and values.

Third, express the teaching objectives of a class with accurate, specific and concise words.

Whether the teaching goal can be correctly stated is a sign of whether the teaching task of a class can be truly grasped.

The teaching goal is to guide the teaching, check and evaluate the teaching effect, and the expression will lose its function if it does not meet the requirements.

Third, check whether there is any deviation in the teaching goal of drawing up a history and social course.

There are often some deviations in the formulation of teaching objectives, which can be summarized as follows: too general and general, not operable; It is too complicated, taking teaching material analysis as the teaching goal, and unification is too dead; Whether the requirements are high or low, there is still a gap with the actual situation of students; Knowledge teaching is divorced from the requirements of ability training and emotional attitude and values training.

What needs to be emphasized here is that in the process of drawing up the teaching objectives of History and Society, we should flexibly use the target classification theory put forward by Gagne and Bloom from the actual situation of this course.

Gagne and Bloom's goal classification is about the whole school education, which is universal; It is innovative and needs constant improvement and perfection in practice.

When making the curriculum standard of History and Society (Ⅱ), Chinese educators divide the curriculum objectives into three parts: knowledge and skills, process and method, emotional attitude and values.

In terms of knowledge and skills, we should focus on learning knowledge and mastering and applying modern information technology.

In the process and method, it pays attention to the cultivation of ability.

In terms of emotional attitude and values, we pay attention to patriotism, attitude of advocating science, desire of lifelong learning, rights and obligations as citizens, concept of democracy and legal system and sense of social responsibility.

There are three points worthy of attention in the curriculum standard of History and Society (II):

First, regarding knowledge and skills, the basic requirement that "social information can be collected, preserved, processed and evaluated through various methods and modern information technology" is put forward.

This is because in the era of knowledge economy, we should attach great importance to students' ability to master and use modern information technology, and regard this ability as a new basic ability as important as reading, writing and calculating.

Secondly, regarding the process and method, it emphasizes the cultivation of students' ability.

These include academic learning ability and social practice ability, and pay more attention to the cultivation of students' innovative ability and autonomous learning ability.

Third, about emotional attitudes and values.

In the past, we often expressed our demands in ideological education.

Now "emotional attitude and values" are put forward from the perspective of students' personality development, not from the perspective of educators; Emotional attitudes and values permeate the whole learning process of students, not just the result of learning.

Therefore, replacing ideological education with emotional attitude values is more in line with the actual situation of history and society curriculum and the overall requirements of curriculum reform.

In a word, the clear and accurate teaching goal of history and social studies should be about students' learning results, not teachers' teaching behavior; It should be concrete, clear and operable, and can be used as the basis for evaluation; The results of learning should be fully reflected, including knowledge, ability, emotional attitude and values, not just the mastery of knowledge.

We should pay more attention to the trend of curriculum reform and the development trend of teaching objectives, and pay more attention to the learning process while emphasizing the learning results.

(2) Understanding and analyzing learners (students)

Students are the main body of learning, and all teaching activities can only be successful if they proceed from the reality of students.

The purpose of understanding and analyzing students is to provide basis for teaching design.

First of all, understand students' psychological characteristics, hobbies and ideological status, so as to understand the basic situation of students.

Junior high school students are in the stage of long body and long knowledge, and they are in contact with society every day. Some of their ideas reflect the social reality, but limited by age and knowledge, their social discrimination ability is forming. Although it is an amorphous thought, it will also affect behavior.

History and society teachers have the responsibility to help them understand the society correctly, stimulate their interest in learning and correct their learning attitude.

Teachers of history and social studies should always understand and analyze students' psychological and ideological conditions, so as to be "aware".

Secondly, understand and analyze students' knowledge structure and learning ability.

Students' existing knowledge structure and learning ability are the basis for students to carry out new learning.

The difficulty of specific programs in teaching design should be adapted to students' reading ability and understanding ability.

If it is too difficult, it will dampen students' enthusiasm; If it is too simple, students will lose interest in learning.

Grasp the "degree" of "difficult and easy" in design teaching.

Because history and society is a comprehensive course, involving many subjects and a wide range of knowledge, students' existing knowledge structure and cognitive status are the key prerequisites for learning this course well.

Teachers of history and social studies should really understand students' knowledge structure, carefully analyze students' learning situation, find their own strengths and weaknesses, and make practical teaching plans on this basis.

When understanding students' knowledge structure and learning ability, we should not only understand most students, but also understand students with good and poor levels.

The teaching plan should be based on the actual situation of most students, but it should also take into account both ends.

Finally, we should understand their learning methods.

If the learning method is correct, you can get twice the result with half the effort; On the contrary, it consumes more time and energy and fails to achieve good learning results.

Knowing their learning situation and learning style, we can strengthen the training of learning guidance and learning methods in view of their weak links when designing teaching programs.