Being A Thoughtful And Responsible Teacher In History Teaching

Reviewing nearly ten years of curriculum reform, it is not difficult to find that teaching content problems always consist in classroom teaching of history. Rome is not build in one day. Chinese historiography had been subjected to numerous restrictions in its being absorbed in the middle school history course, and this also make history teacher assume more obligations than teachers of other subjects in this era of great change.The new curriculum has not only brought a great updating but also a large of problems of teaching content of Chinese modern history in high school. In view of the importance of the course of Chinese modern history, analyzing and solving these problems from theory to practice for the majority of history teachers in high school, has important significance in improving teaching quality of modern Chinese history, understanding of Chinese modern history and cultivating students’citizen quality.There are different angles of solving the problems of teaching contents of Chinese modern history. In the height of the course building, this paper is about being a history teacher with thinking and responsible through the solving these problems.According to the principle of "from the practice, to practice" and the combination of theory and practice, this paper has selected typical problems are universal and directional to analysis basing on a lot of teaching investigation. On the basis of cause of these problems and the relations with teachers, these problems are divided into the problems relevant to teachers’quality, the problems relevant to textbook compilation, the problems relevant to the college entrance examination, and the problems relevant to curriculum standard, which not only help to answer the problems in the teaching practice but also help to sum up experience and promote teachers’professional growth. The innovation of this paper is the innovation of research perspective and the exploration and development in teaching practice.Firstly, this paper has discussed the methods and strategies of teachers’ improving their cultivation by typical teaching case relating to teaching content about Chinese modern history, which includes:studying materials deeply; the essence of dialectics being more in line with the facts; correctness of logic depending on the logic of history; the style of study being more important than knowledge.Secondly, this paper has discussed the methods and strategies of teachers’ correcting material failure by typical teaching case relating to teaching content about Chinese modern history, which includes:timely correcting materials’lagging; correctly revising materials’failure; deeply analyzing materials’expressing difficulty; properly supplying materials’no expression.Thirdly, this paper has discussed the methods and strategies of teachers’handling the problems of the college entrance examination by typical teaching case relating to teaching content about Chinese modern history, which includes:spelling over the text symbols of test; understanding the logical thinking of test; comprehending historical facts and materialism of test; grasping the measuring technique of test.Fourthly, this paper has discussed the methods and strategies of teachers’ handling the problems of curriculum standard by typical teaching case relating to teaching content about Chinese modern history, which includes:revising the omission of the curriculum standard in the "knowledge and ability"; revising the omission of the curriculum standard in the "process and method"; revising the omission of the curriculum standard in the "emotion attitude and values".The research route from the case study to the theory of inductive is acted in this paper’first four parts, and the methods and strategies summed up are not all of their respective fields. Owning to the methods and strategies rooting from teachers’ teaching practice and reflecting the key measure of handling problems of modern history teaching content, the discussion interrelated has a certain representative and enlightening significance.If the study above is merely a help in teachers’solving their direct problem and difficulty, the following study is a fundamental resolving to help teachers to innovate thoughtful and responsible curriculum.Having studying the evolution and development of cognitive perspective of modern Chinese history nearly a hundred years, and having discussing the evolution of modern Chinese history course in the late Qing Dynasty and the Republic of China, we find deeply that it is closer to the truth of history and more educational significance probably if we innovate Chinese history course in the perspective of revival of nationhood in the present era background. The construction of modern Chinese history course is a systematic engineering in the perspective of revival of nationhood, which not only demand to select historical facts in the perspective of nation rejuvenation, but also give three-dimensional target from the curriculum and learning perspective and higher level of challenge for history teacher in high school.