The Evolution Of Chinese Traditional Culture Mainstream Thinking Instructional Design

“The evolution of Chinese traditional culture mainstream thinking”has always been an important part of high school history course.After the new curriculum reform,its position in high school history curriculum has been increasing,the value also emerged.Intructional design research on this topic,we can forward the Chinese culture and the heritage of Chinese civilization,stimulate students’ love of traditional ideology and culture.can also change the old way of teaching, curriculum reform and other new high school history,etc.In this paper,combined with the characteristics of the history of the people’s version of high school history required three “the evolution of the mainstream of Chinese traditional culture”the topic of teaching design research,mainly from the teaching odjectives,teaching content,teaching methods and processes for teaching evaluation aspects.the reason listed in the study design,and then better improve the teaching.The full text of four parts by the introduction and boby composition.Introduction part mainly discusses the practical significance of the selected topic,the study of the mainstream ideology of Chinese traditional culture has been reviewed,and the paper illustrates the research method and ideas in this article.The first part is the topic of teaching objectives design:By analyzing the teaching content of the topic,refer to the course standard request to determine the teaching objective of this topic, list design reasons,and 3d object to describe;This project followed by four courses with class target design,on the basis of the teaching content,curriculum standard reference class the teaching goal and the student’s case,then from the knowledge and ability to process and methods,attitudes and values expressed in three aspects.The second part is teaching content analysis of this topic:First of all,teaching the Key elements of the theme for analysis,the teaching focused,primary and secondary, and thus achieve good results in class. Secondly to analyze difficult problems of each lesson to help students deep level of understanding of history.Finally,based on content is not involved in the textbooks,students learned a better understanding of the content,improve the learning interest.The third part is teaching method and process design of this topic:on the teaching methods,teachers select content suitable for each class teaching methods to improve the quality of classroom and student motivation to learn.In this paper, using the form of “Contention of a hundred schools of thought”,“ConfucianismHan Dynasty”,“Neo-Confucianism”, “ Confrontation of the Ming dynasty and Early qing”four lessons for process design,detailing the activities of teachers and students activities and design intent,make a clear presentation of the teaching process.Finally,on the topic of teaching design evaluation,is divided into two steps;First the student boby was evaluated using a variety of methods to evaluate the full play the main role of the students. Second,pay attention to the evaluation of students learning process,problem detected mainly in the form of exercises detection of student learning,instructional design detection while allowing students to better grasp what they learn.