So how to develop in an open classroom, based on presupposition, but not limited to presupposition? Below, combined with teaching practice to talk about my own humble opinion.
1 Carefully preset around the goal to cultivate soil for classroom generation.
In order to cultivate students' innovative ability in the classroom under the background of the new curriculum, the organizational structure and thinking training of the classroom must be open and flexible. However, teaching activity is a scientific and complicated activity after all, and opening up must have its logical context. Second, it is not a question of returning to the mountain without organization. Therefore, when organizing classroom teaching, we must carefully presuppose to achieve the goal of the new curriculum. Everything is established in advance, and it is abolished if it is not foreseen. By default, the basic activity norms, procedures and contents are set for classroom teaching. But everything is developing and changing, and teachers' judgment of learning situation based on experience is subjective to a certain extent, which lays the foundation for the "accidents" that often appear in the classroom. If a teacher has noble educational feelings and profound teaching skills, he will not blindly extinguish the sparks of wisdom flashed by students in "accidents", but will often guide them according to the situation and stimulate their budding internal forces of life. Therefore, in the teaching presupposition of each lesson, we should fully consider the possibility that will appear in the classroom, and design several schemes to deal with this possibility, so that our classroom appears calm. And never for the sake of classroom order and rigid classroom structure, brutally destroy students' whimsy on the spot to establish their own ridiculous authority. In the long run, students will come out to remember a few historical facts and figures in history class, and they have no idea or ability. Good presupposition will definitely reserve space for classroom generation and provide soil for generation. Generation is not only instantaneous wisdom, but also a part of teachers' presupposition before class.
Taking "Westernization Movement" as an example, it is to understand and master the basic historical knowledge of Westernization Movement, such as time, representative figures, slogans, content and evaluation, and to cultivate students' ability to correctly evaluate historical events. The teaching of this course should break through a key and difficult point, that is, the concept of Westernization Movement, because the understanding of the concept of Westernization Movement affects students' understanding, digestion and absorption of the whole knowledge. Therefore, in teaching design, we should pay attention to the use of teaching materials, guide students to interpret teaching materials and related pictures, make students realize that these new things are the beginning of China's ancient times to modern times, and lay a partial foundation for objectively evaluating the Westernization Movement; When evaluating the Westernization Movement, in the teaching design, organize students to be divided into pros and cons, and debate with the evidence provided by textbooks. The pros and cons lie in the fact that the Westernization Movement contains many successful factors, which enabled China to successfully take the first step of modernization. The opposing view is that the Westernization Movement didn't play a positive role and ended in bankruptcy. On the basis of the students' debate, the teacher makes a summary. We don't insist on unifying students' viewpoints, as long as they are reasonable, so as to cultivate students' innovative thinking ability. This kind of classroom design already has the characteristics of dynamic open classroom. Students must produce new ideas on the basis of historical facts in the debate, which provides the soil for students to flash the spark of wisdom.
2. Self-cooperative classroom learning, beyond the preset, generated in the dynamic.
Under the background of the new curriculum, the study method of independent inquiry in cooperation is particularly emphasized. The student-centered classroom has completely broken the centralized teaching of teachers. In the process of open classroom activities, knowledge acquisition and ability cultivation, students' learning process may conform to meticulous and thoughtful presuppositions, but students' autonomy also liberates their thinking as never before. Under the condition of students' diversified access to information, their pre-knowledge may be richer than we thought, which makes the classroom may be colorful. In the process of dynamic changes in the classroom, teachers organize teaching on the premise of presupposition, but students' ability may exceed presupposition. If teachers don't stick to presupposition and adjust teaching procedures in time, the knowledge ability and emotional value of teachers and students will be improved in the process of interaction.
In the teaching of "Xinhai Revolution", it is important and difficult to correctly understand the historical significance of Xinhai Revolution. In the process of teaching design, a series of questions are raised: What kind of revolution was the Xinhai Revolution? What is the great achievement of the Revolution of 1911? Did the Revolution of 1911 accomplish the revolutionary task of opposing imperialism and feudalism? I hope that in teaching, students can read the textbook with questions, contact what they have learned before, and then analyze and summarize the above problems through group discussion and teacher guidance, so as to draw a conclusion. During the discussion, the students raised new questions: through reading the textbooks, they found that the abdication of the Qing emperor was completed under the pressure of Yuan Shikai. Why didn't Yuan Shikai overthrow the Qing Dynasty and the Revolution of 1911 overthrew the Qing Dynasty? When Wuchang Uprising, Sun Yat-sen was still abroad. Why did he say that Sun Yat-sen led the 1911 Revolution? Students' questions let us clearly see the contradiction and confusion between students' meticulous logical thinking and their simple understanding of scientific historical view. As a result, classroom teaching is no longer subject to the preset classroom organization procedures and knowledge-based discussions, and the teaching procedures need to be readjusted. Classroom discussion is no longer a problem preset by teachers, but a new confusion created by students. Through the discussion under the guidance of the teacher, they understood that the real force that forced the Qing emperor to abdicate was the booming revolutionary force, not Yuan Shikai himself. Yuan Shikai borrowed revolutionary forces to steal revolutionary achievements. Yuan Shikai proclaimed himself emperor and declared the Revolution of 1911 a failure. This adjustment of teaching process is meaningful, its classroom value lies in truly solving students' difficulties, and it also provides them with a reasonable way to establish a correct view of history and values.
3. Student-centered classroom teaching provides subjective conditions for generation.
Under the background of the new curriculum, the status of teachers and students in the classroom has also undergone profound changes. In knowledge-based classroom activities, teachers are in a dominant position and hold the right to speak in class. In the process of teachers imparting knowledge, students passively accept, creative thinking is imprisoned, and their ability is not well developed. All teaching activities are under the control of teachers, and students' knowledge and ability cannot exceed the teachers' preset. This requires the teacher to pour out a bowl of water and possibly reserve a bucket of water. As a result, students' knowledge and ability cannot surpass that of teachers. If a teacher's knowledge and ability are limited, aren't his students worse? Therefore, we hope that teachers and students have equal right to speak in class. The master of learning is students, and we should not alienate them into slaves of learning; Teachers should not be phonographs, students are tape recorders; The final judgment of questions should not only belong to teachers, and there should be no standard answers.
The lesson of "Reform Movement of 1898" is to make students realize that the Reform Movement of 1898 is a bourgeois reform movement. The bourgeois reformists hoped to develop the capitalist economy through political reform and implement constitutional monarchy in China, which was of progressive significance under the historical conditions at that time. However, because of their own weakness and compromise, the bourgeois reformists only adopted improved methods, pinned their hopes on feudal reactionary forces and power, stayed away from the people and feared them, so they could not get the support of the people, so the Reform Movement of 1898 was doomed to failure. However, after learning some simple historical events, students pointed out that the Reform Movement of 1898 was not a bourgeois reform movement, because the main members of this movement were not bourgeois members, and their class status still belonged to feudal bureaucrats. We can't simply deny this bold formulation, but should encourage them to think positively. Teachers should participate in the discussion of problems on an equal footing. Only in this way can history and history teaching shine brilliantly and a splendid situation emerge.
In short, the classroom is changing and developing. In the history teaching activities, only when teachers participate in the activities on an equal footing, highlight the students' dominant position, and on the premise of carefully designing the classroom, do not stick to the presupposition and constantly surpass it in the dynamic changes, can students not only gain knowledge in the classroom activities, but also show their wisdom and cultivate their abilities in the life experience.