History class has been a subject I've loved since I was young, and when I grew up, I also fulfilled my wish to become a teacher and teach history to students.
The study of history is very interesting. Although some people often cannot remember certain historical figures or the dynasties in which certain events occurred, this is an exceptional phenomenon. History classes should be studied with positive effort. China is an ancient cultural country with five thousand years of civilization, and throughout the ages, countless events have occurred. There are so many secrets about historical figures and events waiting for us to explore and search for.
Since the beginning of this semester, we history teachers have organized teaching around the new concepts advocated by the new curriculum reform, actively discussing and experimenting with practical teaching models suitable for the history subject and the current situation of our students. Through a semester of history teaching, we have achieved certain results, but there are also certain problems and deficiencies that need us to deeply discuss and summarize certain teaching actions in the history classroom. Below, I will express some of my personal opinions. Any inappropriate points are open for correction by our leaders and colleagues.
1. Achieving modernization of teaching methods should not fall into the multimedia teaching trap.
I believe that history teachers should pay attention to the following points when using multimedia teaching: First, the goal must be clear. The use of multimedia teaching is to improve teaching quality and results. Playing through the courseware from start to finish makes it difficult to highlight the teaching focus, simplify difficulties, and students are only passively receiving information. It is also hard for them to grasp the knowledge structure, clues, and objectives of a class in fleeting information. Second, reasonable arrangement is necessary. If the time spent on multimedia is too long and the frequency too fast, it is not conducive to achieving teacher-student interaction. Teachers do not have time to collect feedback from students, and students have to continuously adjust their various senses to adapt, leaving no time for deep and detailed thinking about the content. In fact, their real opportunities to participate in the classroom are being taken away by multimedia. Third, students must be motivated. The use of any teaching method should aim to motivate student enthusiasm, initiative, and creativity as much as possible, which is beneficial for students to conduct autonomous learning, cooperative learning, and exploratory learning, making students truly the main body of teaching activities. In short, multimedia teaching is not omnipotent.
2. In the process of achieving three-dimensional goals, the "knowledge" goal cannot be ignored.
Basic historical knowledge includes two parts: important historical facts and fundamental historical clues. Knowledge is the foundation, the basis, the carrier, and the wings for student growth. Only by mastering basic historical clues and specific historical knowledge simultaneously can students form preliminary historical learning abilities, truly learn how to learn, and develop patriotism, a sense of justice, social responsibility, as well as correct attitudes towards life, being human, and scientific views on life, the world, and values. Without knowledge, talking about skills and methods without substance is like seeking a sword by marking the boat. In the teaching process, the teaching process of teachers and students should be a process of re-discovery. Through the activities of teachers and students, the framework of basic historical knowledge designed by the textbook should be maximized and enriched as much as possible, making textual knowledge "come alive."
3. Establishing the dominant position of students should not neglect the role of teachers.
"Let the classroom be full of vitality, let students become the masters of learning" has become a consensus among a wide range of history teachers. Besides creating rich teaching environments, stimulating students' motivation to learn, providing convenience for student learning services, guiding students to form good learning habits, ways of thinking, and master learning strategies, sharing one's own ideas and emotions with students, and exploring truths together with students, truly becoming a guide for student learning.
4. Achieving diversification of classroom teaching forms should not follow "formalities".
History teaching needs to fully mobilize students' enthusiasm and initiative in learning. During the implementation of classroom teaching, create an interesting learning environment for students to learn history, stimulate students' interest in learning history, and actively explore multiple teaching forms, organizing colorful teaching activities. In these activities, allow students to directly participate in teaching, cooperate with teachers and peers to achieve teaching tasks. However, the entire process must genuinely enable students to gain knowledge, enhance their abilities, and cultivate emotions. It must not just be for show, plain and unremarkable, leaving students empty-handed at the end.
5. Creating interactive classrooms should not lose "order" and "rules".
As the saying goes: "No rules, no squares." The teaching process is an interactive process of "teacher-student interaction and common growth." In daily teaching, establish new rules with students and cultivate students to learn how to listen, question, and organize. Truly allow students to continuously perfect their understanding and generate new ideas in exchanges while learning to understand others, respect others, and share others' ways of thinking and thought results. While pursuing democratic and open classrooms, there should be commonly followed "order" and "rules." However, if students are left unchecked without restraint, it will not only affect classroom outcomes but also lead to a loose class group.
In summary, the new curriculum reform has just begun, and we need to continuously strive and learn to better liven up our classrooms. We should also firmly grasp the direction of the curriculum reform. This way, in daily teaching, we will not be disordered and can better promote the growth of students.
Chinese history is so rich, yet many people do not realize this issue. In the high school entrance examination, history scores are only a few points, akin to a chicken rib, making the motivation for students to study history fundamentally insufficient. Therefore, we must take measures to make our students love history.
The five thousand years of Chinese history require us to continuously explore, and we must attach importance to history, bringing to light the culture that has passed away. This is my idea and hope, hoping that one day this historical mission can be realized!