Based On "Feelings, Attitudes And Values" In Achieving High School History Teaching Design Exploration

The students’ activities are made up of recognition and feelings. But peoplealways pay more attention to how to develop the teenagers’ intelligence and ability andforget an important factor: the education with feelings,students’ attitudes to everythingand so on. Achieving the goal of “feelings, attitudes and values in senior high schoolhistory teaching is one of the fundamental requirements as well as an important meansof further improve the teaching aims and effects. Teaching design is the precondition ofreaching the goal. Therefore, a teaching design oriented from feelings, attitudes andvalues is of vital importance to reaching the goal in history teaching process.Fully absorbing some existing study, this research has adopted methods such asdocument studying, field research, teaching practice and test and trial and summary toexplore the design of achieving feelings, attitudes and values via the example of1911Revolution, hoping to illuminate the new perspective of curriculum reform, betterclass teaching and further promote the psychological health of senior high students.This thesis consists of6parts, which are, introduction, analysis of the goal offeelings, attitudes and values, preparation for the teaching plan of the1911Revolution,teaching plan for the1911revolution, some thoughts about the teaching plan for the1911Revolution and conclusion.The first chapter introduction is an analysis of the importance and urgency ofconducting research into the goal of feelings, attitudes and values, and it also reflectson the present condition of study by educators and presents the method and approachesneeded. Chapter Two refers to an explanation of the concepts about feelings, attitudesand values, and clarifies the connection between the goal of feelings, attitudes andvalues and other goals of the course. Chapter ThreeIs an research and analysis thestudents conditions in this aspect and an analysis the the textbook as well as thecurriculum standard in addition to a preparation for the next time. Chapter4aims toexplore the teaching design for the1911Revolution on all sides. Chapter5is a reflection of topics like goals, methods and aims. Chapter6is a summary of the thesisand suggests the shortcoming s that might exists and the future research direction.