The Design And Implementation Of Junior Middle School History Classroom Teaching

As a history teacher, we are very reluctant to see this situation that history subject is often ignored in early middle school teaching action. With such a reality, history teachers should rethink,"what causes junior middle school history discipline be ignored?""How to settle junior middle school history discipline in obvious place?" Perhaps,we can try to answer such a question from the junior middle school history curriculum objectives or classroom teaching objectives.With the education technology significantly improved, the development of the system theory and the learning theory, and the spread of the teaching design thought, the educators and teachers generally believe that "Teaching is not only an art, but is a science." Under the influence of scientific education movement, the writer agrees with that "First of all, teaching is a science. Only on the basis of scientific teaching, teachers can realize his own personality show and present the personal teaching art." Therefore, the scientific nature of the teaching design should be pay more attention on the process of teacher’s teaching preparation. Especially, the first step of teaching design------the design of teaching aim ought to get deserved attention. We always compare "classroom teaching aim" to the "line" of a lesson. At the same time, we regard teaching target as the starting point of classroom teaching, and the destination of classroom teaching. Nobody denies the importance of the teaching objectives. But, in the daily teaching work, teachers always tend it to be a mere formality and put it in awkward position.This paper is divided into four chapters. In the first chapter of this paper, the writer puts forward the causes of the selected topic and the writer expounds the causes of the selected topic from the following aspects:1.Education purpose and teaching purpose; 2. The eight national curriculum reform’s problems in the past fifteen years; 3.The problems from writer’s own experiences who has studied 3 year’s professional teaching theory course and who has attended several days real classroom teaching; 4.The problems from communicating with first-line history teachers. In the second section of this chapter, the writer has combed the study results about domestic and foreign "teaching design" and "teaching objective". Different identities and different professions lead to different research results------the researchers from colleges and professional education institutions always pay their attention on theoretical research. While, middle school history teachers always focus on the analysis of specific question, which lacking of theoretical guidance and support. Finally, in research methods, the writer adopts collecting, identifying and reviewing literature’s way which supplemented by lesson plans. The writer also focus attention on the current universal problems about teaching plans and try to classify these problems, even try to find the causes of these problems. In the end, based on the analysis of these problems, the writer will put forward some suggestions and measures.In the second chapter of this paper, the writer combs the differences between "teaching plan" and "teaching design". And then, put forward the basic flows of "teaching design". What’s more, the writer draws out "classroom teaching goal"significance under the guidance of "teaching design’s" system. At the same time, the writer points the basic principles of history classroom teaching design.The third chapter is the emphasis of whole paper. This chapter can be divided into two parts. Firstly, according to the writer’s collected and classified resources, all of these problems about junior middle school history discipline teaching goal’s design and embodiment can be classified into six kinds:1.Classroom teaching without aim and lack of aim; 2.Simply transplant, Mechanically copy, and flatulently boast; 3.Classroom teaching goal’s levels is chaotic and lack of core target; 4.Wrong statement; 5.Single expression; 6.Lost of the main body and single-side main body. Secondly, in the view of the above analysis, the writer will solve the teaching goal’s problems in junior middle school history teaching practice from four angles-course standard and the perspective of three-dimensional objectives, teacher’s quality, the existing research results, the current evaluation measurement system.In the forth chapter of this paper, the writer try to put forward three practicable suggestions that are focus on solving current teaching plans’problems. First, putting "Teaching methods depend on students’ learning situation"as junior middle school classroom teaching aims; Second, setting different term’s goals and medium-term targets, clearing core objectives, and then grasping the relationship between the teaching and classroom teaching objectives, focusing on Opportunistic target and evolving purpose, only these three steps can achieve the classroom teaching goal’s "meaning construction" of junior middle school history. Finally, the writer tentatively puts forward a way to remove goals-overstaffed tendency on junior middle school history classroom teaching.