Switched Three National Education Conference and the State Council approved the Ministry of Education 21st Century Education Revitalization Action Plan, the proposed reform of the current basic education curriculum system, development and building of the tasks of the system of basic education curriculum materials for the new century, new round of the basic education curriculum reform to start in 2001 the State Council held a work conference of the national basic education, to make a decision on the basis of educational reform and development, further clarified the guiding ideology of building a new curriculum system, thereby speeding up the new basic education the pace of curriculum reform.
why the turn of the century, nationwide, the new basic education curriculum reform? In broad terms, is the pressure from two sides. First, from the national competition in the international compared to the pressure of basic education and the promotion of basic education curriculum reform wave in the world; the progress and effectiveness of the new century economic and social development requirements in view of our current quality of basic education, promoting quality education, there is still a gap. If you do not timely and effective reform of basic education to the implementation of the existing problems in the process, it is bound to affect the innovative talent cultivation and the improvement of the quality of the people.
(a) the history of curriculum reform of the foreign
human into the 21st century, international increasingly fierce competition for talent and the national competition in education, has presented unprecedented challenges. challenges, countries in the world have to reform and development of education as the primary strategy to participate in international competition since the late 1980s, the U.S., UK, Russia, Japan, Korea, Singapore and other countries to increase the basic education curriculum reform efforts, have developed a new basic education curriculum standards or curricula content displayed from these curriculum standards or curricula, curriculum ideas or teaching concepts, there are noteworthy.
history curriculum reform.
in the United States, the history curriculum since the late 1980s, has gradually become the core curriculum of secondary education in 1987 set up a research school history education in the nation's institutions: history, culture and form a perfect personality that history education can help students understand the link between the past and the reality, prompting students to make correct life choices to form and perfect personality. second, to prepare for participation in public life that education can enable students to understand the variety of human and social development made a significant contribution and choice, so that the students form a sense of responsibility as citizens, make the right choices in their daily lives. Third, to prepare for the future work that history education to provide students with extensive background information and examples of the various fields of human life, can help students analyze, judge, compare, and the ability to think the formation of the preparation of the basic ability to do later engaged in various areas of occupational
the 20th century the mid-1990s, the United States enacted the National standards for history curriculum standards, including national standards of world history courses: exploring the road to the present-day : The first aspect is the understanding of the history, achievements and status of the five main areas: social, scientific, economic, political and philosophical (including religious, aesthetic) of human activities. The second aspect is the history of thinking ability and skills, including the concept of age, history of understanding, analysis and understanding of history, historical research capabilities, historical issues analysis and decision-making. The third aspect is the understanding of history and the combination of thinking, that is the integrated use of the knowledge and skills, analytical history to reach the higher philosophy.
American history curriculum standards with particular emphasis on the awareness of students of the world, the multicultural concept and Western values, but also pay attention to develop students' historical thinking skills and practical ability to use. < br> In Europe, from the 1990s onwards, most countries in the respective organization under the Ministry of Education history curriculum standards were developed and revised history curriculum standards of the European countries with particular emphasis on the need to train and train students to the following that is, aspects of abilities and skills: (1) how to identify the fact that different interpretations; (2) how to evaluate the facts; (3) how to demonstrate a particular point of view and draw conclusions; (4) how to critically evaluate a variety of information; (5) how to learn to work independently; (6) how to learn to explain the historical pictures, relics, and maps; (7) how to compare; (8) how to distinguish between cause and effect; (9) how to use the raw data and secondary sources; (10) understand there will be multiple interpretations of historical events and so on.
in Asia, Japan, in the mid-1990s, developed a new history curriculum consciousness, it is not only history teaching in the history of the world designated as a required course, and particularly stressed that the the late 1990s re-revised history curriculum standards. stressed that national mission force, and self-consciousness.
overview of the national history curriculum reform, at least the following aspects we can learn:
First, curriculum ideas, compared with the old concept of curriculum, some developed With a new understanding of state history curriculum: (1) history course and not just for already exists and can not change the fact that a simple narrative, but in the historical facts in accordance with the architecture knowledge, these knowledge structures are variable; (2) The history curriculum is not just a non-explanatory descriptive discipline, but one both describe, including the subject of interpretation; (3) of the history curriculum is not a simply rely on memory to the discipline of learning , but a discipline that can explain and solve problems; (4) chronicle of the history curriculum is not just a rich, strong, and celebrities, but is also a discipline of ordinary people like you and me; (5) The history curriculum is not just a record of the past, but both record students' respective ethnic, cultural and social origin, while an extension of the discipline of their own experience, (6) The history curriculum is not an impersonal discipline, but an individual disciplines.
the two is the choice of the course content, not course content encyclopedia as a paradigm to select the value orientation of the era has ended, not only in developed countries and many developing countries are to achieve the changes in course content, which aims to train students in the 21st century society, the ability to demand that order to win, advocated by the curriculum and teaching theory from the memory of the teaching on the cultivation pattern in many countries the history curriculum goals than simply stay in the imparting of knowledge, but rather emphasizes the students 'sense of innovation and practical ability.
six on the course evaluation to give full play to the evaluation in the promotion of students' potential the role of personality, creativity, and strive to make each student has the ability of self-confidence and sustainable development.
should be said that many foreign countries, the ongoing curriculum reform, not only provides us with useful experience, but also strong impetus to expand the curriculum reform in China.
(b) the status of the domestic history of curriculum reform and the problem
new China was established more than 50 years of basic education in China has made remarkable achievements, basic education curriculum reform continue to deepen, especially after the enactment of the Compulsory Education Law of the People's Republic of China in 1986, began the epoch-making stage of compulsory education curriculum reform, and gradually formed the current stage of compulsory education curriculum system, but with the era of development and social needs continue to expand, look at the current basic education curriculum, without denying the quality of basic education, promoting the progress and effectiveness of the quality of education compared with the requirements of economic and social development of the new century, there are still certain gap.
the still history curriculum, for example the problems of existing compulsory education courses, mainly: (1) educational concept of lag, the training objectives of the curriculum has been difficult to adapt to the needs of the times the most obvious example is current history syllabus or textbooks on the course objectives, the concern is still the goal of knowledge. teaching purposes presented by the syllabus is still detailed and specific knowledge of the target, and on capacity-building in the cultivation of feelings, attitudes and values , the lack of targeted behavior goals and operational point (2) course content is too much emphasis on the historical discipline system, there are still density of knowledge points, concepts, theories on the strong side, the high degree of difficulty (3) curriculum implementation process is still basically based on teachers, classroom, books for the center position of student body has not yet fully reflected (4) curriculum evaluation still too much emphasis on academic performance, ignore the holistic development of students and so on. the above phenomenon, no doubt will affect the students' interest in learning history. imagine, the students lose interest in a course, talk of what quality education and training of personnel.
It should be said, is in view of the increasingly fierce national competition, world-wide wave of basic education curriculum reform to promote and problems that exist in the current basic education curriculum system, a new round of basic education curriculum reform is imperative .
the course reform ideas
of basic education curriculum must be reformed, then how to reform it? Reference 2001 decision of the State Council on the basis of educational reform and development and the Ministry of Education to develop basic education Curriculum Reform (Trial) should reflect the requirements of the times, to enable the students to have the spirit of patriotism, collectivism, love of socialism, to inherit and carry forward the fine traditions of the Chinese nation and the revolutionary tradition; socialist democracy and legal awareness and compliance with national laws and social ethics; gradually form a correct outlook on life and values; with social responsibility, and strive to serve the people; with the initial spirit of innovation and practical ability, and science and humanities, and environmental awareness; to adapt to a life-long learning the basics of basic skills and methods; with a robust physique to develop healthy and good psychological quality, aesthetic taste and lifestyle, ideals, morality, culture, and discipline new generation.
To achieve this overall objective, the Share First, we must change course a tendency to focus too much on imparting knowledge, emphasizing active learning attitude, so that access to basic knowledge and skills at the same time learn how to learn and the process of formation of the correct values.
is to change the The course structure is too much emphasis on discipline-based subjects too much and lack of integration of the status quo, the whole set 1-9 course category and class proportion, set up an integrated curriculum to accommodate the needs of different regions and the development of students, reflect the balance of the course structure, and selective.
complex, difficult to change course content, migraine, old and too much emphasis on the status of book knowledge, strengthen curriculum and student life, as well as modern social and technological development linkages, concerned about student interest in learning and experience, the selection of life-long learning necessary basic knowledge and skills
is to change the curriculum implementation too much emphasis on receptive learning by rote, mechanical training status, and promote students' active participation, willing to explore, diligence in hands-on training students to collect and process information, acquire new knowledge, analysis and problem-solving skills, as well as the capacity of the exchanges and cooperation.
is to change the course evaluation too much emphasis on screening and selection function to play evaluate the development of students and teachers to enhance and improve the function of teaching practice
six is ??to change the course management is too centralized situation, the implementation of national, local, school three course management, and enhance the adaptability of the curriculum of local schools and students ,.
these six actually constitute the overall framework and objectives of the new basic education curriculum reform. under the above-mentioned objectives of the reform in order to achieve the course construction on the basis of existing problems, to adapt to the times and social needs of the curriculum system, in order to promote the overall development of national quality, the challenges of the new century, the basic idea of ??the
in the new historical period, history of curriculum reform : Reference (a) of the explicit nature of the course
to reform the history curriculum of compulsory education, must first of all I courses must clear the history curriculum of compulsory education is a basic course of the national quality education to the appropriate position. this course the nature of the course of three features: universal, basic, and development.
so-called popularity, compulsory education history curriculum is one of the compulsory courses of all students. countries in the development of curriculum standards must be make learning this course that all students can achieve the goals set forth by the curriculum standards for all students, the so-called basic, refers to the compulsory education of the history curriculum, but improve the quality of a basic course in the curriculum on the choice of the definition of objectives and course content can not be confused with the high school history curriculum, not to follow the University of the history curriculum objectives and content of the so-called development,Puma Baylee Future Cat, refers to the history curriculum of compulsory education should not only take into account all students, but also highly respected students 'character, give full play to the students' ability and expertise to lay the foundation for students to accept a higher level of school education lay the foundation for students to enter and adapt to the future society.
clear compulsory education stage the nature and characteristics of the history curriculum very important not only to the course functions identified related to the course objectives to determine, but also related to the choice of curriculum content.
look at the history syllabus from the current basic education, the positioning of the nature of the course some deviations. it ignores the distinction between junior high school history curriculum and high school history curriculum, or even people can not tell the difference between the stage of basic education course of history and University history courses. history of the new round of curriculum reform, to change this phenomenon Reference (b) to change the course features
With the deepening of the reform of basic education curriculum, the functions on the course of history has begun on the ability of the past simply imparting knowledge and political education to change such as the 2000 new issued by the history syllabus, highlight the history of education in quality education, emphasizing the ability. at the same time discusses the ideological students correct the education requirements, which reflects the educational function of the compulsory education curriculum is moving in the direction of change in line with the quality of education and the requirements of the times, from the overall objective of the national basic education and modern education still lags behind.
> This is actually emphasized the functionality of the basic education curriculum from simple to embody guide students to learn to learn, learn to survive, learn to focus on imparting knowledge into the history curriculum as to improve the quality education of a basic course, as the stage of compulsory education to all students should be compulsory, in the Outline of the spirit under the guidance of efforts to achieve the function of this new change of course. in a new round of curriculum reform,Puma Speed Cat Big, first of all according to the nature and characteristics of the compulsory education curriculum to determine which basic knowledge and basic skills students life-long development of the essential, the concept should be redefined in the new period basic knowledge and skills.
Secondly, the emphasis on students' learning process and more attention to learning the results, while ignoring the the student is to learn what kind of learning styles and strategies, rote, title sea training to get the high score, to cover up the problems of the students in learning, so concerned about the students learning process and ways to guide students to learn the key to learning.
Third, it is particularly important in the learning process imperceptibly to train students on the proper values, life and world view, should guide students in the learning process, the formation of the correct value for with social responsibility, and strive to serve the people, set a lofty ideal. This process will profoundly affect the formation of their ideological and moral choices that affect their lives.
In short, through the learning of new history curriculum reform, not only make students history as a modern citizen should have basic knowledge and skills, but also through the study of the history curriculum, learning to learn, learn.
(c) reform the curriculum
reforming the curricula, build the students learn the characteristics of course system is an important part of history of a new round of curriculum reform. contact of the content and student life and modern society and technological development, concerned about the students' interest and experience in selected lifelong learning necessary basic knowledge and skills To adhere to the following principles:
1 to avoid specialization, adult tendency, not deliberately pursue the history of the integrity of the disciplinary system.
course content should reflect the spirit of the times, close to the social life, close to the student life < br> course content should be citizens must have the basic knowledge of history, the most influential in the development of human society, the major historical events, historical figures, historical phenomenon, as well as important historical concepts and the historical development of the basic clue. < br> 4. course content should be consistent with students' psychological characteristics and cognitive level, to minimize the difficult history of theories and concepts. to
a new round of curriculum reform, trying to lift the shackles of the traditional discipline of history to secondary school teaching, the establishment of suitable for secondary school teaching features that will help the system of lifelong learning courses; the same time, in a small but efficient principle, seek to eliminate the current curriculum content change the way students learn
train students to collect and process information, the ability to acquire new knowledge, analysis and problem-solving skills, as well as the capacity of the exchanges and cooperation. proposed to change the students' learning problems.
Why should propose to change the way students learn ? The reason, one due to the existing way of learning is not conducive to students' interest to develop; view of the different ways of learning and learning is closely related to
people mention will naturally think of self-exploration, cooperative learning, independent access to knowledge opportunities. Ministry of Education Basic Education has organized related learning in primary and secondary survey, its findings show that China's compulsory education in the current way of teaching and learning is still passive acceptance type as the main feature of specific performance: teaching teachers teach, and rarely allow students to acquire knowledge through their own activities and practice has evolved; rely on students' access to information, collective discussion-based learning activities were few; teachers frequent assignments and more writing exercises and reading textbooks, and rarely arrangement such as observation, production, laboratory, reading extracurricular books, social surveys and practical operations; students rarely have the opportunity to express their views and opinions according to their understanding of classroom classroom and teacher-centered and textbook-centered teaching to some extent, there is this single, passive approach to learning tend to make students feel boring, tedious, and a heavy burden. a situation seriously affected the students' innovative spirit and practical ability, should change. learning should be diversified, realistic, interesting, exploratory learning activities should become one of the main forms of learning.
In addition, a large number of The practice has shown that different ways of learning and learning outcomes are closely related course of study is a process in the learning process, students should be based on their existing knowledge and motivation to interpret the classroom environment, students in this process learn in different ways, resulting in different learning outcomes that a person has more than 500 students in Shanghai conducted a study, the results show that: the students' participation in classroom teaching affects the learning outcomes, the simple behavior in the way and does not promote the development of the students' high level thinking skills, only to participate in a positive emotional experience and deep-seated cognitive learning as the core in order to promote students, including the improvement of overall quality, including higher-order thinking. It would appear that the way students learn have a decisive impact on students 'learning outcomes if we are to develop students' creative thinking, it is necessary to improve student learning.
the I fact, in the historical process of teaching, we often see such a scenario: some students passed the exam, and even excellent results, but did not reach our desired goal in the history of learning, rote learning methods prevailed, to solve practical problems is low, the lack of awareness of innovation. students rarely realistic scenarios this phenomenon, creating a large number of the task.
so, how and where to change the learning? so-called change the way students learn is to change to a variety of learning styles from a single, passive learning, which, independent exploration, cooperation and exchange and operating practices are important ways of learning. students learning process, not students passively absorb ready-made conclusions on the textbook, but a student personally involved in rich, vivid thinking, experience a practical and innovative process. the same time, we have to note, exploratory, discovery learning is one of the students' learning, but is not all the connotations of school learning how to change a single, passive learning some schools do? still need the majority of educators in the curriculum the practice of reform, research and innovation.
(5) improve teachers' teaching the the way
and the way students learn to adapt to change, a new round of reform of the history curriculum should strive to improve the teaching methods of teachers, promote student learning encourage teachers to explore new ways of teaching, improve teaching methods as the main teaching concept, the relations, focusing on the culture of independence and autonomy of the students,Puma Trionfo Low Baylee, and guide the students questioned, investigation, inquiry, learning in practice, promote the initiative under the guidance of teachers and personalized learning. teachers should respect students' personality, concern individual differences, meet the different needs of students, the creation of the educational environment to guide the students 'active participation, to stimulate students' enthusiasm, attitude and ability to train students to master and apply knowledge, so that each student can be fully developed.
how to improve teaching methods, we believe that teachers must change their teaching concepts, change their role in teaching from the traditional knowledge transfer to the new curriculum under the conditions of knowledge in the traditional curriculum, the teacher as a knowledge of their teaching performance roughly as follows: (1) the exchange of information was one-way transmission, that is, teachers say, students listen; (2) The individual has the power to teachers in teaching students to learn under the control and supervision of teachers; (3) teaching basic on imparting knowledge-based, students 'feelings, attitudes, values, concern by teachers is not enough; (4) The decision and responsibility of teaching objectives, teaching content and teaching methods, processes, etc. have teachers, students' task is a thorough examination and evaluation in the implementation of the new curriculum, there is no doubt that should change the situation in the new curriculum, teachers should strive to: (1) in teaching the concept should be re-teachers to teach to change the difference in sex education, the transition to individualized instruction; (4) the attitude of the students should be condescending to the equal and harmonious change. In short,
in the new round in the history curriculum reform, to change the traditional teaching ideas for teachers improve teachers' teaching methods to encourage teachers creatively explore new ways of teaching, organizing a variety of teaching practice for students to learn history to create an interest of a good environment to inspire students to learn the history of interest and enthusiasm to achieve what we expect courses goal.
, (6) the establishment of the former junior high school history syllabus in the science curriculum evaluation mechanism
no curriculum to evaluate the contents of the new syllabus published in 2000 an increase of the content item, but too simple. There is no doubt that reform of the current course evaluation mechanisms established to promote the quality of students comprehensive development of aggressive motivate teachers evaluation system is an important part of the history of a new round of curriculum reform.
existing curriculum evaluation and examination system advocate of quality education, and curriculum reform there is still a gap. its problems are: (1) The current course evaluation is too much emphasis on screening and selection, ignoring the student development functions; (2) Course evaluation is a single, overly concerned about the academic performance results, neglect of students to the process of examining; (3) curriculum evaluation method is monotonous, and too much emphasis on the writing test, the emphasis on quantitative results not pay enough attention to the other examining methods and qualitative evaluation method; (4) students' basic in a passive position not well protected, self-esteem and self-confidence, initiative is not a good play. these issues seriously restricted the promotion of quality education, affecting hundreds of millions of adolescent physical and mental health history curriculum reform should be a new round of trying to change this situation, to play the course evaluation in the development of students, improve teachers 'level of function.
to establish the evaluation system to promote the overall development of students in the evaluation of students, the evaluation must focus not only students' academic performance to discover the many ways to develop students' potential, to understand the development needs of the students, helping students to self-understanding, build self-confidence to play the educational function of the evaluation, to promote the development of students at the same level.
teacher evaluation to promote teachers' continuous improvement of the evaluation system. stressed that teachers' own teaching behavior analysis and reflection, teachers' self-assessment-based, school principals, teachers, students, parents participate in the evaluation system, teachers from a variety of sources information, and constantly improve the teaching level.
In addition, to continue to reform and improve the system of entrance exams. reform the existing entrance examination system as a new round of curriculum reform.
In short, a new round history curriculum reform is a significant, far-reaching and complex task, daunting systems engineering. the entire reform involves changes to the training objectives, course structure and content of reform, the formulation of the national curriculum standards, curriculum and teaching reform, textbook reform, the establishment of the evaluation system is a curriculum reform affects the comprehensive reform of basic education.
history curriculum development of standards and the main features of
(a) the development of curriculum standards
the development of curriculum standards, from the disciplines background to resolve the spirit of the new round of curriculum reform, the implementation of the provisions of the a new round of curriculum reform spirit, adhere to two principles: (1) adhere to the basic principle of the compulsory education curriculum, the identification and choice of curriculum content of the curriculum goals for all students, so that all students can achieve curriculum standards required by objectives; (2) adhere to the principle of compulsory education, curriculum development, to determine the course objectives and course content choices should be highly respected students' character, give full play to the student's own capacity and expertise for obtain better academic achievement to create conditions standard text in the form of
courses including Introduction, course goals, content standards and the implementation of the proposed four parts, the main two parts of the curriculum goals and content standards.
how to provide the course objectives? curriculum standards from the two vertical and horizontal angle provides for the compulsory phase in the history curriculum objectives: (1) in the transverse direction, the curriculum standards to curriculum goals down into the knowledge and ability three levels of goals (2) in the longitudinal direction, the curriculum standards not only provides the overall goal of compulsory education in the history curriculum, and provides for students to learn the specific objectives of each learning section to be achieved and learning segment of each learning content specific goals, such as the second part of the curriculum standards which require the students through the study of junior high school history curriculum, knowledge and ability should be to achieve the overall objective of the third part of the curriculum standards which require the specific objectives of each study section and learning section of each learning content so that students not only to understand the historical content, and should learn to understand these content the extent to which curriculum standards
historical content is divided into ancient history of China, China's modern history, modern Chinese history, Ancient World History, Modern World History, World History six learning blocks, each study section is divided into a number of learning topics. learning theme settings, to implement the three principles: First, the characteristics of the discipline of history, historical timing and the internal relations of the learning content. the characteristics of basic education,Puma Future Cat, the determination of the theme should be beneficial to the quality of the training Third, to adapt to the junior high school students' cognitive level and ability to accept in accordance with the above principles, the curriculum standards of the nine themes identified in the History of Ancient China; identified seven themes in modern Chinese history; identified in the modern history of China 7 theme; five themes identified in the Ancient World; identified eight themes in modern world history; eight themes identified in the modern history of the world. plate of these learning and learning theme, based ...