With the advancement of education curriculum reform, the effectiveness of teaching has attracted increasing attention. First, we must do a good job in history classroom teaching. The ancients said: "Everything will be successful if it is planned in advance, and it will be ruined if it is not planned in advance." It emphasizes that no matter what you do, you must plan and design in advance. Modern history classroom teaching pays special attention to design. Scientific teaching design is not only necessary to reflect the purpose, planning, pertinence and preview of curriculum standard history education, but also the prerequisite for the smooth implementation of the history curriculum reform teaching plan and the regulation of the history teaching process. It is also a guarantee to ensure the effectiveness of history teaching with advanced educational concepts and improve the quality of history teaching. As a middle school history teacher, researching and mastering the design of history classroom teaching is an indispensable basic skill for teaching history well.
1. The significance of history teaching design
History classroom teaching design means that history teachers based on correct teaching ideas and advanced historical education concepts, and in accordance with certain teaching purposes and requirements, Specific history teaching objects and history teaching materials, and effective planning of expectations for the entire history teaching process and its specific links, overall structure and related levels. It is the embodiment of history teachers’ educational thoughts, thinking processes and teaching art. History classroom teaching is a systematic project, which is composed of multiple elements that are interconnected, interact and influence each other. In the process of lesson preparation, teachers use a systematic method to reasonably arrange and plan these elements, which is called history classroom teaching design. Through such a design, various elements are connected to promote the systematization of history teaching, which is conducive to improving teachers' ability to process various teaching information, and is conducive to teachers' comprehensive and objective understanding of teaching, and continuous improvement and perfection of classroom teaching. It can be said that the implementation of history classroom teaching design is a higher-level teaching exploration to improve classroom teaching and a necessary task to improve the quality and efficiency of classroom teaching.
2. Basis for teaching design
In history teaching, whether it is macro design or micro design, whether it is the design of the entire class or the design of fragments, we should use language Based on the theory of learning and teaching, we focus on three aspects:
⑴. History teaching objectives
History teaching objectives should give full play to the educational function of the three-dimensional objectives, and it is also expected that students will complete the learning tasks. The final level is the expected teaching outcome and the basic starting point for organizing, designing, implementing and evaluating teaching.
⑵. History teaching process
The new curriculum should be conducive to the innovation of the history teaching process and comprehensively achieve specific three-dimensional teaching goals. It should be based on student characteristics and teaching media and other conditions. History Teaching strategies and teaching steps to be taken by teachers. The various characteristics of students have changed due to changes in the times and living environment. History teachers should establish a student-centered teaching concept. When designing history teaching, they should pay attention to students' interests, basic historical knowledge, cognitive characteristics and intelligence. Comprehensive analysis of background materials such as students’ levels is used as a basis for arranging student learning activities and selecting teaching strategies. In the process of history teaching, we should make full use of a variety of media - blackboards, flip charts, physical objects, slides, projections, television, recordings, audio-visual CDs, computers and other teaching media. However, the selection of history teaching media not only depends on the characteristics and functions of each media, but also depends on the relationship between other factors in the history teaching system. The important basis for media selection is the history teaching content and students’ cognitive characteristics. We The diversity of media used in history teaching should be increased. Therefore, mastering historical knowledge is not the only and ultimate goal of history course learning, but to comprehensively improve humanistic qualities and carriers.
⑶. Teaching evaluation
The so-called history teaching evaluation is to establish a system that is conducive to promoting the all-round development of students. It requires history teachers to use a variety of methods during and at the end of the teaching process, according to The objectives of history teaching are to make value judgments on the changes in students caused by history teaching activities, and to evaluate the history teaching activities implemented. Its role in classroom history teaching is mainly reflected in: 1. Reflect on and improve history classroom teaching. Through the evaluation of history teaching, we can obtain feedback information and find ways to further improve and improve history teaching. 2. Stimulate students' motivation and interest in learning. Learning must be motivated, motivation promotes interest, interest motivates hard study, and hard study can make progress. Through evaluation, students clarify their own successes and shortcomings. The joy of success further enhances their learning motivation. The analysis of their shortcomings also enables them to continuously improve their learning methods.
History teaching is a purposeful and organized activity. The purpose is to help and promote students' comprehensive learning and development. Through teaching design, teachers clarify the goals of history teaching, the means to achieve the goals of history teaching, and the methods to check whether the goals are achieved. History classroom teaching design plays an important role in helping history teachers reduce the arbitrariness of classroom teaching and improve classroom teaching. It is one of the teaching skills that teachers should have.
3. Components of history classroom teaching design
1. The design of history classroom teaching should be closely integrated with the purpose and content of history teaching in this lesson.
History classroom teaching activities must be planned, purposeful, and have certain goals. The design of the activities requires paying attention to students' personality development, cultivating students' independence, autonomy and enthusiasm for learning, and achieving a firm grasp and proficient application of the historical knowledge learned through history teaching activities.
Therefore, the design of classroom teaching activities should closely focus on the history teaching purpose and history teaching content of this lesson.
2. The design of history classroom teaching must be interesting and diverse.
“Interesting and attractive things almost increase the possibility of memorizing by one and a half times.” (Korolev, an educator from the former Soviet Union) Interest is the potential of history teaching. Cultivation is inseparable from the active guidance and teaching art of history teachers. Teachers should use flexible and diverse teaching methods and teaching methods according to the characteristics of the history subject and the age of the students, and create rich and colorful teaching situations, which will help arouse students' motivation to learn, stimulate their interest in learning, and thus mobilize all students to learn. historical positivity. In this way, students can transform from passive acceptance to active participation, from "I want to learn" to "I want to learn", and achieve the all-round development of students, which is in line with the new concept of curriculum reform.
3. History classroom teaching design should fully consider modern history teaching methods.
Multimedia teaching is an important means in modern history teaching. It plays a very important role in greatly improving the capacity and quality of history teaching, enriching the diversity of teaching and motivating students to learn history. of positivity. The use of multimedia history classroom teaching methods allows students to immerse themselves in a real historical environment and experience the historical atmosphere in an all-round way. It is also conducive to the development of history classroom teaching activities and the active participation of students. Modern history teaching methods have changed the traditional teacher-centered history teaching model, improved the interaction of history classroom teaching, expanded students' knowledge, saved history teaching time, and improved the efficiency of history learning. History teachers should consider using modern teaching methods as much as possible when designing classroom teaching. If conditions permit, history teachers should work hard to learn the use of multimedia computer networks, constantly explore multimedia history teaching, and give full play to its application role.
5 Classroom teaching design should carefully set up questions and questions.
American psychologist Bruner pointed out: "The teaching process is a continuous activity of pointing out problems and solving problems." Thinking always starts from the problem, so we design the history classroom teaching. It is necessary to raise diverse and inspiring questions according to students' cognitive level, tap students' independent thinking and cooperative communication, and improve students' ability to analyze and solve problems. Questioning and questioning are conventional weapons for regulating history teaching classrooms. They are an important opportunity to promote information exchange and feedback between teachers and students, and to promote the rapid expansion of the history teaching process. For students, it also has a variety of educational and psychological functions: it can not only stimulate students' interest and focus on learning, but also induce positive thinking, cultivate historical thinking abilities and habits, and inspire intelligence and wisdom. As a history teacher, you can check and understand students' understanding and mastery by asking questions, encourage and guide students to think deeply about historical issues, and review, consolidate and apply the historical knowledge they have learned. It can be said that the ups and downs of history classroom regulation depend to a large extent on the careful planning of questioning. Historical questions can build the basic framework of history classroom teaching. For example, students can read the questions given in the introduction of the text, and require students to use these questions to learn the historical knowledge to be learned in this lesson after reading.
IV. Exploration of History Classroom Teaching Design
When carrying out history classroom teaching activities, no matter what content is taught, teachers must first carefully conceive and design the history teaching. Then through processing and sorting, the trajectory of the idea and the design ideas are recorded in written symbols to form a historical lesson plan. In essence, history lesson plans are only the result of design, and lesson preparation is the process of history teaching design, reflecting the dynamic flow of thinking in history teaching concepts. Therefore, when discussing the design of history classroom teaching, we must first study the preparation of history teaching lessons. The scientific nature of history lesson plan design first depends on the scientific nature of history teachers' lesson preparation, which means adhering to the scientific, purposeful, targeted, planned and foreseeable principles of history teaching lesson preparation. The second is to understand students. The origin and destination of history teaching is to teach students to learn. The responsibility of history teachers is not only to understand what students need to learn and how to learn, but also to understand students. The third is to study the history teaching materials, grasp the content and rules of history teaching as a whole, clarify the purpose and requirements of history teaching, and grasp the key points and difficulties of history teaching. The fourth is to determine the teaching methods, scientifically handle the content of history teaching by studying history textbooks, and carefully design history teaching.
So the update of history classroom teaching concepts is conducive to the transformation of history teaching methods, advocating the flexible use of diverse teaching methods and methods to create necessary prerequisites for students' independent learning; it is also conducive to the evaluation of history teaching Improvements have been made to form an evaluation system with the goal of evaluating students' comprehensive quality, and to fully realize the function of history teaching evaluation.