A Study On The Optimization Of "After-school Activities" In Ministry Edition History Textbooks Of Grade Nine

With the deepening of the history curriculum reform,the design and compilation of “after-class activities” have also undergone great changes in the Education Ministry's ninth-grade history textbook.“After-class activities” focuses not only on students' mastery and application of basic knowledge of history,but also on the cultivation of students' historical thinking skills,problem-exploring skills and the changes in problem-solving methods.In the Education Ministry's ninth-grade history textbook,“after-class activities” is written accordance with the Standard of Compulsory Education History Curriculum Standards(2011 edition),reflecting the chronological design of the “point-and-line” combination of historical knowledge in the exercises,highlighting the ability to learn history and focusing on the process and methods of historical learning.However,the “after-class activities” in practical teaching is still found to be inadequate,so there is room for further optimization.and there is room for further improving to make it perfect.In order to distinguish it from other versions of the history textbook,firstly,this paper explains the concept,classification and role of “after-class activities” in the ninth-grade history textbook.Secondly,based on the questionnaire survey of the“after-class activities”,this paper proposes the deficiencies of “after-class activities”in terms of difficulty,material analysis questions,cross-sectional and multidisciplinary connections in world history,emotion-attitude-value education and other design issues.The following five recommendations are then made to address the shortcomings in the design of the “after-school activities”;adjusting the difficulty and increasing the flexibility of the programme;adapting the content to the teaching materials;increasing the number and depth of material analysis questions;strengthening the cross-sectional and multidisciplinary links in world history;and increasing emotion,attitude and values education.In response to the problems of use,the following five recommendations are provided: attaching importance to“after-activities”;teachers' making reasonable use of “after-class activities”;the secondary design of “after-class activities”;strengthening the guidance of students' problem-solving methods;and penetrating the core literacy of the subject.Finally,based on the students' historical cognition and practical ability,the “after-class activities” in the Education Ministry's ninth-grade textbook has been redesigned as a whole in of the ninth-grade textbook in order to optimize the “after-class activities”and ensure its applicability and effectiveness.