From the perspective of human nature, man is the unity of subjectivity and objectivity, initiative and passivity, independence and dependence.
Others-centered learning bases learning on people's objectivity, passivity and dependence; The basis of autonomous learning is human subjectivity, initiative and independence.
Unfortunately, traditional teaching overemphasizes and highlights the way of "others' learning", thus alienating learning into a control force outside students, and ultimately leading to the failure to give full play to people's subjectivity, initiative and independence.
The purpose of this curriculum reform is to promote people's subjectivity, initiative and independence, and especially emphasize and advocate autonomous learning in learning methods.
Autonomous learning requires students to consciously understand and respond to questions such as why, whether, what and how to learn. It is manifested in students' self-planning, self-adjustment, self-guidance and self-strengthening.
Cultivating students' self-awareness and self-monitoring of learning and forming habits is an important factor to promote students' autonomous learning and a prerequisite to change students' learning methods.
Mr. Tao Xingzhi said, "Hello, sir, not teaching, but teaching students to learn.
Not only teach students to learn, but more importantly, teach students to learn.
"History teachers must inject new learning concepts into students, actively induce students' intrinsic interest and motivation in learning, especially their direct interest in history learning, so that students can directly participate in the learning process, experience and interpret history, and participate in the whole process of learning evaluation.
For example, when I was talking about "Westernization Movement", I designed a question before class: Some people said: "Westernization Movement is the beginning of China's modernization"; Someone said: "The Westernization Movement was a self-help movement to safeguard the reactionary rule of the Qing Dynasty, and it did not make China rich and strong.
"Who is right and who is wrong? Get the question, the students' thinking is activated immediately.
Some students go online to find information and demonstrate their views; Some students go to the library to browse materials; Some students delved into the textbook and asked the teacher.
Students collect and select materials through various ways and channels, actively obtain and process information, and boldly question the views of textbooks, which fully embodies the "interaction between students" and "interaction between teachers and students" in analysis and discussion.
Those students who surf the Internet make full use of modern resources to find more authoritative views and new research trends.
Some students said, "The Westernization Movement took the first step of China's modernization.
The modernization of enterprises, national defense and education ... is the industrial revolution in modern China.
They even mentioned some cutting-edge viewpoints: "With the reform and opening up, joint ventures and foreign-funded enterprises have emerged in China, which is today's Westernization Movement.
The students who went to the library said, "The Westernization Movement didn't make China rich and strong.
The failure of the Sino-Japanese War declared the bankruptcy of the Westernization Movement.
The Westernization Movement enriched the first batch of feudal warlord groups in China's modernization.
"... around the above problems, students publish their research results and express their opinions to the public, showing a strong sense of active learning, thus extending the space of history learning from in-class to out-of-class, from textbook content to knowledge outside books, from passive acceptance to active inquiry, from attaching importance to learning results to paying attention to learning process.
In this way, history study is not a burden for students, but a pleasant experience.
In this learning atmosphere, students' learning enthusiasm is greatly improved, and the learning effect is twice the result with half the effort.
Second, guide students to explore learning.
Inquiry learning refers to the selection and determination of research topics from subject fields or real social life. In teaching, create a situation similar to academic (or scientific) research, and develop knowledge, skills, emotions and attitudes through students' independent exploration activities such as finding problems, experiments, operations, investigation, collecting and processing information, expression and communication, especially exploring the learning methods and learning process of developing spirit and innovative ability.
Compared with receptive learning, inquiry learning is more problematic, practical, participatory and open.
Inquiry learning pays more attention to the learning process, so that students can achieve the goals of emotional experience, knowledge construction and problem-solving methods in the process of inquiry.
For example, when I talked about Yue Fei's resistance to gold, I recited Yue Fei's famous poem "Man Jiang Hong" first, and then asked the students to express their views on the historical event of Yue Fei's resistance to gold.
The students are talking about it. Some students think that Yue Fei's resistance to gold is the embodiment of lofty patriotism, which conforms to the wishes of the people in the Central Plains and deserves historical affirmation and future generations' commemoration. Some students think that the Jurchen nationality is a member of the Chinese nation, the Jin-Song War is an internal war of the Chinese nation, and reunification is the general trend of social development. Yue Fei's resistance to gold is an act that hinders reunification. Some students think that Yue Fei, as a feudal general, has deep loyalty to the monarch and maintained the decadent Southern Song Dynasty, which is not worthy of recognition.
Three different viewpoints form a confrontation.
I didn't rush to a conclusion on this issue, but encouraged students to speak freely and let the independence of students' history study be publicized.
Third, guide students to study cooperatively.
Cooperative learning refers to mutual learning in which students have a clear division of responsibilities in order to accomplish the same tasks in groups or teams.
Cooperative learning transforms competition between individuals into competition among groups, which is helpful to cultivate students' cooperative spirit and competitive consciousness; It helps to teach students in accordance with their aptitude, can make up for the shortage that a teacher can't face many different students, and truly realize the goal of making every student develop.
For example, when teaching the Silk Road, I divided the students into four groups: history, geography, Chinese and biology, set different learning and inquiry goals, and instructed them to collect data respectively.
Then each group completes relevant speeches according to their own learning and inquiry goals.
The historical team introduced the places of interest on the Silk Road, such as the Big Wild Goose Pagoda in Xi, Maijishan Grottoes, Dunhuang Mogao Grottoes, Yangguan, Yumenguan, Loulan Ancient Country and Anxi Four Towns.
Visit places of interest, reproduce the historical features of the Silk Road, let students touch history and form a strong sense of history.
The geographical group shows the topography of the Silk Road and the characteristics of textual research on ancient and modern place names.
The Silk Road starts from the Loess Plateau, crosses the Yellow River, enters the vast Gobi through the Hexi Corridor, and extends westward, showing the determination and courage of our ancestors to conquer nature and narrowing the distance between China and the world.
In the desert, the language group collected a large number of poems describing the western regions, such as Liangzhou Ci by Wang Zhihuan, Zhang Ji and William Wang, Anxi by Wang Wei and Joining the Army by Wang Changling, which enlivened the classroom atmosphere and cultivated sentiment.