A Study On The Development And Implementation Of The Curriculum Of Historical Activities In Junior Middle Schools

As an immense driving force of social development, education has always been on top of national agenda. The basic task of teaching, strengthening moral education, has played a leading role in educational revolution ever since it was established. The original status quo of knowledge-centered, ability-oblivious, and value-degradation teaching has been overthrown and replaced by the corresponding curricular system integrated with the humanity-based teaching. The forthcoming curriculum revolution, therefore, will embark on a new journey with curricula as a momentum and moral education as the task.It’s generally acknowledged that history, as one of liberal arts, enables students to be better informed of the world around and to be provided with suggestions for daily life at the same time. More importantly, those who are armed with historical perspectives will view the world objectively and correctly. The task to strengthen morality has inevitably fallen on history course and history teachers.However, to realize the fundamental task of moral education, the existent curriculum system needs revising and constructing. Questioning the traditional knowledge-centered teaching style, the thesis demonstrates that experience and inspiration through practice renders history class alive with integrity and practicality. Only through the development and implementation, can the practice courses of history curriculum be attained effectively.Nowadays the lack of comprehensiveness, practicality and activity is increasingly prevalent in history classes at junior high. The development and implementation of new curriculum hence will change the entire landscape of teaching in that students have a larger realm for free thinking and a greater change of learning styles. Students will resume the dominant role and thus rote learning will be completely transformed.Creativity and inspiration will nurture them and generate their motivation as well. Nevertheless the selection and implementation of these curricula aren’t carried out perfectly in practice. Drawing from numerous experiences, the thesis makes a detailed analysis of the development of the practice history courses of junior high, probes into the difficulties and problems, and paves way for future practice.The thesis is basically categorized into seven parts. Part I is introduction including the origins of the issue, literature review and the exploration of research methods. Part II is to define the notion of courses and practice courses, and illustrate what history practice courses really are. The interrelation with history courses and practice classes will also be interpreted. The third part is to present the background of the development and implementation of history courses in the view of theory and reality, and to clarify its value from theangles of subject features, implementation, individual development of students, curriculum system and professional development of teachers to achieve the final aim. The fourth part is to lay down the ground rules for curriculum development and introduce ways to select the right practice courses based on examples.According to the practical cases, part V is to elaborate on the strategies of implementing the course and its management and evaluation.Part IV is to distinguish the concepts of class from course, subjectivity from dominance and the interrelation between practice courses and conventional courses. This section is apt to probe into the reasons and offer alternative solutions.The last section is conclusion to summarize the whole thesis.