Teaching practice and thinking of Chinese history books in senior high schools

In April, 20XX, the Ministry of Education promulgated the Chinese Curriculum Standard (Experiment) for Ordinary Senior High Schools (hereinafter referred to as the new curriculum standard). As for elective courses, the new curriculum standard has designed five series: poetry and prose, novel and drama, news and biography, language use and learning of cultural works. It is suggested to choose one course module from five series of elective courses for teaching. High school affiliated to nanjing normal university is one of the first schools in China to implement elective courses. Students of grade 20XX in our school entered the experimental area of new Chinese curriculum reform in Jiangsu Education Press from Grade One, and completed the teaching of five modules of compulsory courses and the elective course Historical Records in 20XX 65438+ 10. This paper makes some shallow explorations and reflections on the teaching of the elective course Historical Records in our school, with a view to correcting me.

First, the curriculum objectives

Through the interpretation of Historical Records, students can enhance their consciousness and responsibility of inheriting and carrying forward traditional culture, understand the ideological and artistic charm of ancient culture, understand the creative spirit and artistic achievements of Historical Records, understand its far-reaching influence on China's history and literature, cultivate sentiment, enhance cultural taste, and develop good academic habits of independent thinking, bold questioning and good exploration.

Second, the integration of teaching materials

We chose Selected Reading of Historical Records, an elective textbook published by Jiangsu Education Publishing House, which is divided into 8 topics and 20 excerpts. As the teaching time of this elective module is only 65,438+00 weeks, we have carefully selected Taishi Gongxu, Gao Ancestral, Xiang Yu, General Li, Confucius Family, Qu Yuan, Lian Po Lin Xiangru, Funny Assassin, Wei Gongzi and Huaiyin Hou. For some special topics, texts can be exchanged for teaching. For example, Biography of Gaozu and Biography of Xiang Yu are closely related, so they are studied together. The rest of the articles in the textbook are for students to read by themselves after class.

Third, teaching methods.

The new curriculum standard points out that elective courses need to pay special attention to finding teaching methods suitable for the course content. Chinese elective course in senior high school is an expansion and improvement on the basis of compulsory courses, which can neither copy the methods of college courses excessively nor turn elective courses into compulsory courses. We should actively advocate independent, cooperative and inquiry learning methods to give students enough room for activities. The following are the main methods for us to offer the elective course of Historical Records:

1. Teaching methods. For example, the literature and history knowledge such as Taishi Gongxu is more complicated and teachers can teach it. Biography of Funny, Biography of Assassin, etc. The study group can design and select the best teaching plan, and one or several students can cooperate to teach.

2. Inquiry teaching method. Teachers actively build an open Chinese learning environment and provide students with relevant research materials, websites and books. Let the students read and explore by themselves first, ask difficult questions and reach * * * knowledge through dialogue and exploration. It can also provide corresponding research topics to guide students to actively explore and cultivate their innovative spirit and practical ability.

3. Hold expert lectures. Make full use of the strong advantages of teachers in Nanjing universities, invite experts from historical records to teach, broaden students' horizons and stimulate their interest in reading.

4. Appreciate the video clips in Historical Records through audio-visual materials. For example, let students enjoy Farewell My Concubine and Hero, compare the similarities and differences between the adapted script and the original version of Historical Records, and evaluate their advantages and disadvantages.

5. Organize a debate. For example, the study of Taishi Gongxu, Biographies of Qu Yuan and To Ren Anshu argues about the topic of life and death, and the study of Biographies of Huaiyin Hou argues whether Han Xin really rebelled or was framed as pro-party and anti-party, and so on.

6. Hold a drama festival, so that students can adapt some wonderful fragments from Historical Records into plays and perform. As Han, an expert in Historical Records, said: Some works in Historical Records are extremely artistic and have a great influence on the development of later novels and dramas. It is necessary to deeply understand the literary achievements of these works. For example, let students perform classic songs such as The Hongmen Banquet, Yishui Farewell Ceremony and The Return of Great Grandfather, so as to improve students' appreciation ability, enhance their written and oral expression ability, and give full play to their creativity.

7. Holding the achievement display column can display students' research learning activities and papers in school in time. Create a strong atmosphere of studying and exploring Historical Records, so that students can have a sense of accomplishment in reading and exploring.

Considering the characteristics of Chinese learning and classical Chinese learning, we should fully read students in teaching, enhance their sense of classical Chinese language and improve their reading ability. We should respect students' interests, hobbies, experiences and feelings, attach importance to active participation, establish students' dominant position in activities, stimulate students' desire for exploration and spark their thinking. Generate. For example, when students study, they find that poor people and despicable people who have more money than poverty are corrupt (all versions of Historical Records have checked that they are greedy but not poor), and the author fully affirms this point. Teachers should actively encourage students who dare to question punctuation and annotations in Historical Records. For example, students object to the punctuation in Biography of Xiang Yu, that is, Ji Xiang didn't study books when he was young, but he didn't learn swords. He thinks you can add commas after you go. When teaching Biography of General Li, I knew nothing about the middle position in the text. Xiongnu killed Liao Taishou and defeated General Han. After that, General Han moved to right Beiping, and the Emperor called the right Beiping Taishou. Do you think there will be two right Peiping catchers at this time? Because the teacher knew this version when preparing lessons, he quoted Mr. Han's textual research point: Longchuan's textual research on the meeting notes said that General Han had a dead word when he moved to Beiping to the right, and now he has lost it. According to historical records, the biography of Han Changru has a certificate: I moved to the country to benefit the east and moved to Beiping to be bullied by the Huns, and I was ashamed. Fortunately, I went home, but I moved to the east, and I was suddenly unhappy. A few days later, I got sick and vomited blood and died. Persuade students. Teachers should read the text thoroughly before class, try to figure out and discuss some problems, and refer to the research papers of Historical Records, so that teaching activities can be carried out freely. Of course, these explorations are mainly to cultivate students' speculative and inductive abilities and trigger exploration, rather than asking students to make a breakthrough on a certain issue.

Fourth, the evaluation method

Great changes have taken place in the contents and teaching methods of elective courses in senior high schools, which require a variety of evaluation forms, including written tests. The credits of the elective module we designed are mainly composed of two parts, one part is written test and thesis writing (accounting for 60%), and the other part is process evaluation (accounting for 40%), that is, quantitative evaluation and qualitative evaluation are combined to pay attention to students' learning process, and the final result is reflected through students' language and practical activities. For example, the main components of process evaluation are: attendance, homework completion, classroom performance, reading short articles, problem inquiry, group activities and so on. The evaluation process can be completed by teacher evaluation, student self-evaluation and student mutual evaluation respectively. Students' mutual evaluation is initially evaluated by our study group (divided into four grades: excellent, good, medium and poor), and then re-evaluated by other study groups. Finally, the teacher will comprehensively summarize all the evaluations and give them back to the students.

Problems with verbs (abbreviation of verb)

Through nearly 10 week's teaching of Selected Reading of Historical Records, students' historical horizons have been broadened, the charm of historical biographies has been appreciated, and the reading ability of classical Chinese has been improved. However, there are still some problems in the teaching of this elective course.

Question 1: How to deal with the impact of college entrance examination language? Influenced by the baton of exam-oriented education; What students and parents are most worried about is that the implementation of elective courses will affect the teaching order and enrollment rate. Some teachers also forcibly turn elective courses into compulsory courses and dance in chains. This will inevitably affect the overall implementation and implementation of the new curriculum standards, and in the long run, it is not conducive to the improvement of students' Chinese literacy and individual self-development.

Question 2: How to construct a reasonable evaluation system of teaching and learning? Most of the written test papers in the elective module are copied from the current college entrance examination papers, because no one knows what the college entrance examination papers will be like in three years, but there is no other reference, so we have to refer to the current college entrance examination papers. How to embody the selectivity and openness of elective courses, advocate personalized understanding, experience and application, and leave a relatively large exploration space for students is still an urgent problem.

Question 3: How to promote the professional development of teachers? The improvement of senior high school Chinese teachers' professional quality is the basis of elective courses, and the implementation of new curriculum can promote teachers' professional development. Schools, teaching and research institutions and education authorities should consider providing good opportunities and conditions for the professional development of Chinese teachers in senior high schools, so that teachers can grow together with new textbooks.