Comment On Tang Taizong In High School History Curriculum Of Instruction Design

The historical figures of teaching play an important part in history teaching of middle school. Since the new reform of curriculum, teaching history in middle school has adopted the mode of the combination of Chinese and foreign history, and the thematic learning. Students must complete the compulsory curriculum including Chinese and foreign political, economic, and the development of ideological, cultural, science and technology. Besides they can select three from the six course modules to study, which are "Looking back at The History of Major Reform", "Modern Social Democratic Thoughts and Practice", "War and Peace in the 20th century ","Comment on Chinese and Foreign Historical Figures", "Explore the Mysteries of History" and "Cultural Heritage of the World Fair". "Comment on Chinese and Foreign Historical Figures" is filled with rich characters, vivid and detailed narrative teaching materials and methods, which pours into new vitality to the teaching of historical figures. Therefore, it received the extensive attention and recognition from school, teachers and students and has been becoming one of the indispensable course modules. To this end, I select the lesson "The Founder of Tang dynasty " from "Comment on Chinese and Foreign Historical Figures", in order to make tries to be beneficial to the teaching of history figures.This article is classified into four parts:The first part is the Introduction, including the role of historical figures teaching in history teaching of middle school, and the different situations after the implementation of the new high school history curriculum reform.The second part is mainly about analysis of a teaching case " Tang Taizong Materials in this case are very rich. I selected three representative cases, and analyzed the similarities and differences from the design concept of teaching, the design teaching objectives and teaching strategy design and implementation. First of all, the three cases teaching design highlight the "Students First", but express a new variation on the use of textbooks. Secondly, the design of teaching objectives is three-dimensional target model, but an extension of the course goals are directed toward different directions. Thirdly, from the design and implementation of teaching strategies the three cases have focused on the supplementary materials, however, teaching methods were relatively simple.The third part is the instructional design case-"the founder of Tang dynasty emperor" made by myself. According to the processes of teaching design, it included nine aspects, such as the idea of design, the analysis to situation of learning, the analysis of content, the design of teaching objectives, the key and difficult of teaching, the design and selection of teaching strategies, the class hours arrangements, the choice of instructional media and teaching processes.The fourth part is about the reflection of teaching design and implementation. I will analyze and summarize the situations and problems when the cases are carried out. It will also discuss about understanding from achievement of targets, class efficiency, the instructional design and the feedback from students.