How to improve students’ humanistic qualities in history teaching

For a long time, due to being dominated by the idea of ??exam-oriented education, our country's basic education has lost the right direction. The education of young people's ideological, moral and humanistic qualities has been downplayed, and ultimately it is judged on a test paper with knowledge as the main body. It reflects the quality of students, the quality of teachers, and the success or failure of education.

As the German educational thinker Spranger once asserted: If education is just to instill ready-made knowledge into students, then the people they train will "have understanding, but no soul; have knowledge, but no spirit" "There are activities but no moral aspirations."

Therefore, we educators should shoulder the important task of cultivating the humanistic spirit and moral quality of middle school students, and the history subject is no exception.

Because the history subject contains rich humanistic spirit and humanistic resources, history teaching is more conducive to cultivating good humanistic qualities among middle school students.

Such as the Chinese nation’s ideological virtues of hard work and kindness, optimistic belief in life, truth-seeking and pragmatic attitude towards life, dedication to sacrifice one’s life for righteousness, as well as various good codes of conduct and moral norms , are all worthy of our reference and inheritance.

So, as a middle school history teacher, how should we strengthen the cultivation of middle school students’ humanistic qualities?

Regarding this point, my country's "Compulsory Education Curriculum Standards" and "General High School History Curriculum Standards" both clearly point out the educational goals for middle school students' historical and humanistic literacy. Under the concept of new curriculum reform, history teaching Following the goals of quality education, we must play an important role in improving the humanistic qualities of middle school students.

"Be an adult first, then become a talent."

The author believes that strengthening the humanistic quality education of middle school students is a long-term and meticulous work that requires patience and persistence. It is impossible to " A thousand miles in a day", accomplished in one go.

Therefore, it requires a scientific education and training system. As a history teacher, we should use the best cultural achievements in human history to "nourishe" students, so that the majority of students can be truly inspired and integrate into the lofty spiritual world. , improve ideological awareness and put it into action.

The specific methods are as follows:

1. Teachers should strengthen their scientific literacy and humanistic literacy, and establish a teaching philosophy that emphasizes quality education under the new curriculum reform.

Teachers are the disseminators of knowledge, the enhancers of ideas, and the guides of ideas. They are the most direct actors in the humanistic quality education of middle school students and the key to cultivating middle school students with higher humanistic qualities.

In the classroom, teachers must adhere to the teaching ideas of "democracy, equality" and "people-oriented", and pay attention to each student's emotional experience and personality development.

Influence and infect students with their excellent personality and charm, and serve as a role model.

Only in this way can we cultivate high-quality talents for society.

For example, in class, I often ask questions and encourage students who are average in study, not good at talking, and love to do tricks. I also talk to them after class to let them feel the teacher's attention and care, so that they can The heart is full of sunshine and happiness.

Even if their academic performance may not be good, they have learned how to behave and how to do things. This is the most basic principle of life.

It is also the basis for the improvement of humanistic quality.

2. Expand and expand the content of history teaching, draw on nutritious humanistic materials from the vast ocean of historical knowledge, and cultivate students' humanistic qualities.

In the teaching process, teachers should make full use of the rich humanistic materials contained in history textbooks or expand knowledge to inspire, infect and influence students, and nourish and shock students' minds.

Such as Xuanyuan Huangdi, the founder of Chinese civilization, Confucius’ Confucianism, Sun Yat-sen “driving out the Tartars and restoring China”, Zhou Enlai “study for the rise of China”, *** “I am the son of the Chinese people” , I deeply love my motherland and people."

Feel the great patriotism by learning about the humiliation of modern China since the Opium War and the history of the Chinese people’s persistence in struggle and courage to explore.

For example: When I was teaching the 16th lesson "The May Fourth Patriotic Movement" in the high school history compulsory course 1, I used the video "My 1919" to let the students feel the truth that a weak country has no diplomacy. , inspiring their patriotic feelings.

During the theme of "Carrying forward the May Fourth Spirit", the students all spoke freely about the need to study hard and be brave in innovation to make the motherland stronger.

This shows that they can correctly treat personal interests and national interests and establish ambitious goals in life.

When teaching the 19th lesson "The Land of the Rising Sun" and the "Land of the Crescent Moon" in the second volume of the second grade of junior high school, we learned about the status, location and national conditions of Japan and learned about ancient Japanese imitation. The development of China's system during the Sui and Tang Dynasties, as well as Japan's international status today, etc., students felt the characteristics of the Japanese nation, which is "prepared for danger in times of peace", good at learning, and brave in innovation.

When summarizing the inspiration in class, the students were excited and spoke one after another, "Our country should also learn from the characteristics of the Japanese nation, be good at learning from progressive countries, and be good at learning from the strengths of others." We should inherit and carry forward the traditional virtues of the nation” and so on.

It can be seen that the historical and humanistic education goal of this lesson has been achieved.

In fact, every lesson in history teaching is a platform for educating students in humanistic literacy. However, our history teachers must be good at exploring the humanistic spirit of historical figures and historical events, so that students can deeply understand and use it to Practical actions pursue lofty quality of life and value of life.

In this way, we have realized the educational function of the history subject and achieved the teaching purpose.

3. Actively create and create a variety of learning methods to enable students to deeply feel humanistic feelings and shorten the distance between humanistic literacy education and reality.

In the process of strengthening the humanistic literacy education for students, we should actively provide or create patriotic activities through historical and humanistic knowledge competitions or inspirational lectures on celebrity stories, visits to history museums, memorial halls, exhibition halls, martyrs’ cemeteries, etc. Socialist education base, various channels and opportunities such as outing exchanges and social practice, help students accumulate humanistic knowledge through various channels, enhance humanistic awareness, integrate humanistic literacy education with reality, truly implement it, and achieve practical results.

For example, our school specially invited the master of motivational lectures, Professor Zhang Xukun, to come to the school to give motivational speeches to all teachers and students. The students were deeply moved and inspired their inner love.

They shouted on the stage, "Mom, Dad, I love you," "I must study hard and repay my parents for their upbringing," "I must get into the ideal university," and so on.

We also organized junior high school students to visit the Luo Shengjiao Memorial Hall at the Lintong Chemical Defense Camp and the Military History Museum at the Lintong Military Headquarters.

In addition, we respond to the call of the Education Bureau every semester and organize high school and junior high school students to watch inspirational and patriotic educational videos. For example, last semester there were "Warm Spring" and "The Founding of the People's Republic of China", and this semester there is "A Boat". "Boat" and "Long March".

Assign students to write their reflections. The students apply the humanistic spirit inherent in those characters and stories to their own reality, forming a positive attitude towards life that is not afraid of difficulties and setbacks, and establishes the idea of ??studying hard for the development of the motherland. The life belief of courage and dedication.

We also organized high school students to participate in the "World Welcome Garden Activities" and go to Lintong West Garden to carry out "One School, One Street Activities" to make Lintong beautiful and beautify Lintong.

Through labor practice, the students have formed good moral sentiments and are full of yearning for a better life.

These activities have achieved very good results.

In the future, we will continue to adhere to this method, explore and create more opportunities, and strengthen the cultivation of students' historical and humanistic qualities.

4. It is recommended that schools and students should actively build and create a colorful campus and class humanistic atmosphere, and create a good humanistic education environment.

The campus is the main place for students to study and carry out activities at school, and it is also the main place for humanistic literacy education for middle school students.

Eye-catching slogans, warm reminders, touching pictures, publicized knowledge, etc. can have a strong impact on students' thoughts and behaviors, and always remind them to be a person with good thoughts, good moral character, and good behavior. A highly educated person.

Provide students with subtle humanistic education through the influence of the external environment.

For example, the electronic screen at the entrance of our school has text with different contents every day, including welcome, greeting, motivation, reminder, and various commendations; every day at school , during the school day, there are teachers and students on duty at the school gate to greet and see off students; there is a big word "Welcome" inside the school gate; there is a small blackboard in the teaching area, which is a warm reminder of the weather forecast written by the class on duty every day, and "This day in history" contains many historical events.

These all make the students feel the considerate humanistic care.

Let them apply this behavior to their own actions.

We are very pleased that these subtle humanistic cares have indeed had an effect.

The students are very polite inside and outside the school, showing the humanistic qualities that good middle school students should possess.

For example, last semester, a senior high school student picked up the wallet of a patient's family member outside the school (near Lintong District People's Hospital), found the owner in time, and returned it.

The owner received high praise and wrote a letter of thanks.

This is not only an appreciation for the students' behavior, but also shows the good humanistic qualities of our Lintong Railway Middle School students, and also infected and inspired other students to make continuous progress.

5. Actively promote changes in students' learning methods, use new learning methods such as independent learning and cooperative inquiry required by the new curriculum concept, give full play to students' dominant position, and cultivate their humanistic qualities.

Under the new curriculum concept, students’ learning motivation truly comes from their hearts.

Therefore, the independent learning method is an important method of humanistic quality education and an inevitable choice.

Blindly passive acceptance causes students to lose their subjectivity, initiative and independence, which is not conducive to their active exploration and pursuit of a positive life attitude.

Teachers must guide students to actively and proactively participate in classroom teaching and give full play to students' initiative and main role.

Cooperative inquiry helps students form a sense of cooperation and teamwork, truly understand the relationship between self-worth and collective interests, truly enjoy the realization of collective interests through self-efforts, and enjoy self-satisfaction and happiness.

Cultivate their positive and optimistic attitude towards life and inspire them to better move towards their goals.

For example, our school is currently exploring efficient classrooms, which have high requirements on students' ability to learn independently and collaborate in discussion and inquiry.

Before taking the history class, students are required to complete the tutorial plan independently. They can actively participate in the teacher's teaching activities in class, actively think about problems, and collaborate in discussions in the group to put their different ideas into practice. Raise your doubts and have the courage to question.

Although we are in the early stages of exploring this model, it can be seen from the students' performance in the classroom that the students have been mobilized. They discussed very enthusiastically and showed great enthusiasm in the group evaluation. High level.

We need to continue to optimize this model to embody the greatest teaching function of cultivating middle school students’ humanistic qualities in efficient classrooms.

German philosopher Jaspers pointed out: "To cultivate the spirit of a generation, education must allow history to enter the individual and enable the individual to draw nutrients from history.

"In short, in Under the new curriculum goals that emphasize the humanistic quality education of middle school students, teachers should actively change their teaching concepts, keep up with the times, guide students to actively and independently learn, fully explore the connotation of historical knowledge, inherit and understand human civilization, carry forward the humanistic spirit, and fully Give full play to the educational function of historical science, continuously strengthen the cultivation of historical and humanistic qualities of middle school students, and make our due contribution to promote the all-round development of students themselves and, more importantly, the sustainable development of the country.