Criticism And Normal School History Teaching

Critical reflection is not only a vital way to teachers'development but also an important task that history teaching has been exploring. With the embedment and development of the education for all-round development, critical reflection became an important way of innovating in teaching concept and an important approach to the realization of education for all-round development. Teachers not only teach students how to learn so that students can get a good all-around education but also learn how to teach in order to achieve further development. Implementing critical reflection on history teaching in normal school, therefore, became an urgent affair in history teaching in normal school.Critical reflection is a kind of cognitive activity during which teachers themselves do self-caution and self-inspiration. It involves the characteristics of criticism, recessiveness, savvy, introspectiveness and creativity. The function of critical reflection on history teaching in normal school lies in: as for teachers, critical reflection is beneficial to reshaping of teachers'quality; as for students, critical reflection is beneficial to fostering and developing their innovative thinking; as for the relationship between teachers and students, critical reflection is beneficial to creating democratic atmosphere and enhancing actual effect on classroom teaching.Implementing critical reflection on history teaching in normal school includes: first, choose the proper time for critical reflection. Reflection—on—action, reflection—in—action, and reflection—for—action relate mutually. They occur in the whole process of teaching activity. Second, reflect regularly. Teachers must have the attitude of modesty and objectiveness, the spirits of suspicions, the motivation of continual development, the ability of self-monitoring, etc. so as to guarantee that critical reflection can go on wheels. Third, pay attention to the methods of critical reflection. Taking colleague as a mirror, student as a mirror, theoretical literature as a mirror and self as a mirror stimulate teachers'motivation of self-improvement; inspire their own critical reflection and practice. Fourth, recognize the obstacle of critical reflection during the teaching process, accumulate experience actively, advance the...