A Study Of Process Goal Of High School History Curriculum

The thesis mainly studies the issues of "process goal of high school history curriculum". There are five sections and one Miscellaneous. The earlier three sections are mainly theoretical studies; and the later two sections are practical side studies based on the theoretical side studies.In the first section, we define "process goal of high school history curriculum" and discuss other aspects associated with it. The purpose is to resolve some of the doubts in thesis proposal presentation. The doubt is "What is the process goal". We believe that the basic meaning of process goal is the learning process. "Process goal of history curriculum" is the process of learning history, or is the special "process goal" which take history as its learning object.On the basis of first section, in second section we card the process of "process become curriculum goal" from theoretical and curriculum reform. The Chinese curriculum reform is the background of "process goal of history curriculum". While studying history, we should search origin of history facts, so do "process goal of history curriculum". The task of this section is to search the origin of "process goal of history curriculum". From theoretical side, "process become curriculum goal" is because the development of value orientation from behavioral objectives to evolving purposes or expressive objectives. From curriculum reform side, "process become curriculum goal" and become history subject's curriculum goal is the trend of curriculum reform.The third section is the focus of the theoretical study. The task of this section is through the explanation of "process statement" to subdivide "as process goal of curriculum goal" into "as process goal of instructional objectives". So that, "process goal" can be operated in classroom. This is a theoretical preparation for the fourth and fifth sections. "As process goal of instructional objectives" have three aspects:the process of apperceive history, the process of accumulate historical knowledge, the process of "understanding" history. Then we analyze the issues which associated with "three processes". The purpose of the analysis is that "three processes" can be operated in the classroom, not allow "process statement" is just a high degree of generalization.The fourth and fifth sections study the practice or instruction of "process goal of history curriculum". Through lesson analysis, we believe that "process goal of history curriculum" can be operated in the classroom. These two sections are summaries of practice "process goal of history curriculum" into my teaching. And we expect the summary will be helpful to other history teachers.In the fourth section, we believe that "process goal" have two designers:history curriculum decision-maker and history teacher. This section is the focus of "process goal" which designed by history teacher, and analyze history teacher how to design "three processes" in their teaching. The designed "process goal" is the best status of the implemented "process goal", and the implemented "process goal" is the realistic generating of the designed "process goal". In the implementing of "process goal", we believe that the "pre-set" is more important than the "generating". On the basis of our teaching practice, we summarize four tactics, and expect they can play a role in stimulate more ideas from other history teachers for the implementing of "process goal".College Entrance Examination is an unavoidable topic for "process goal of history curriculum" or curriculum reform. Consequently, there is a Miscellaneous of the thesis. The key issue of the. Miscellaneous is how to test or reflect "process goal" in the College Entrance Examination paper. The purpose of test or reflecting is to promote the implementing of "process goal". College Entrance Examination service not only for college selecting students, but also for curriculum reform and the implementing of "process goal". Our purpose is to make College Entrance Examination a "servant" of curriculum reform rather than a "baton". The study of how to test or reflect "process goal" in the College Entrance Examination paper is to be further explored. The reform of College Entrance Examination should keep up the pace of curriculum reform, even should go ahead of curriculum reform.