The Instructional Design Research Project Of High School History Course "the Evolution Of Chinese Traditional Culture Mainstream Thinking"

Chinese traditional culture is profound, and Confucianism，Chinesetraditional culture mainstream thinking also contains infinite wisdom.Especially since the new curriculum reforms, teaching and research oftraditional Chinese culture mainstream thinking draw more and more attention.At the same time, teaching history well, especially Chinese traditional culturemainstream thinking, can enable students to better understand the profoundtraditional Chinese culture and its long history, also better understand thehistory and the present, and help students cultivate national pride andself-confidence.While high school history teaching exists many problems, such as "chalkand talk","cramming" Teaching and other problems, especially the classroomof history of ideas being more short of passion and vitality, which leads to ahigh school history teacher who is just teaching performance, ignoringinitiative and enthusiasm of students. So the result is merely to impartknowledge and rote. Such history teaching not only ignored inspiringstudents’ activity of exploring, nor can the history and reality better contact,which do not match requirements of the new curriculum reform, such asstudent-centered and theory contacting reality. So, this history teaching stilldoes not make history teaching and learning of history in today’s society aswell as students’ personal lives closely linked, and thus can not achieve thegoal that history teaching help students cultivate, patriotism and sense ofhistory of culture. Therefore, the study of how to improve history teaching isstill necessary.Now, research on high school history teaching, from high school historyteaching to the Title of Thesis are involved, but " the evolution of Chinesetraditional culture mainstream thinking" has yet to be studied in depth, so this study is to select history compulsory Ⅲ topic “evolution of Chinesetraditional culture mainstream thinking” of the People’s version of historytextbooks as an example to conduct the instructional design. On the basis ofexisting studies, for the problems in history teaching, combining theory andmethods of history teaching, this paper will analyze and study instructionaldesign of this topic from the following four aspects. Firstly, the study analyzedthe background and significance of the instructional design of this topic, aswell as the current status of the study of Chinese traditional culturemainstream thinking. Secondly, this paper analyzed curriculum standards,teaching materials, emphasis and difficulty and learning situation of this topic.Once again, the study conducted instructional design of this topic. Basing onan overview of the topic, the paper had a comprehensive understanding of theknowledge of the topic, then combined four versions of teaching materialssuch as the version of the people, Yuelu version, elephants version and PEPversion to conduct teaching design of Confucianism of the various stages.Finally, the study reflected on instructional design of the topic to discover itsadvantages and disadvantages.In terms of teaching methods, the research design implemented thephilosophy of student-centered history teaching, focusing on teaching andlearning methods that can help students learn history initiatively, then take astudent-centered cooperative learning, panel discussions and other learningmethods and heuristic teaching method. In addition, the instructional designused methods of historical documents more broadly and innovative teachingmethods, such as role-playing. The paper aims to achieve the teaching ofhistory by the above method to learning theory and teaching theory as ascientific basis, then history teaching becoming bilateral activities of teachingand learning. Then make the teaching of history, especially the teaching of "evolution of Chinese traditional culture mainstream thinking " stimulatestudents’ interest in learning history, reflect the subjectivity of students,inspire students to actively think about the history of the problem. Thus notonly improve the efficiency of the teaching of history, but also reflects the important value of teaching history, namely through the teaching of history sothat students understand the profound traditional Chinese culture and longhistory, thus cultivate students to love the motherland and national pride andemotional self-confidence.