Teaching Design And Implementation Of History Class In Senior High School

Teaching design is the first step in the process of history teaching. Afterthe new curriculum reform,<history curriculum standard (experiment) forgeneral senior high schools> has been regarded as the basis of their historyteaching activities. Teaching design has the characteristics of simplification,standardization, and methodization. It should be formulated with fullunderstanding of new curriculum standard, taking specific conditions ofstudents into consideration and connecting with psychology theories.History teaching of new curriculum reform adopts the form of specialtopics: politics, economy and culture, breaking the clue of time-based. Thispaper will exemplify course of <trend of thought in Ming and Qingdynasty> as the class teaching design and conduct in compulsoryⅢof Yueluedition. The clue of this unit is the development of thoughts, which is inaccordance with what I summarized.<Trend of thoughts in Ming and Qingdynasty>is a representative lesson which connects basic theory with seniorhigh history class, breaking teacher-oriented teaching mode. According tothe analysis of curriculum standard, students’ learning condition and keypoints of the subject, teachers design their teaching in the form of learningcase in order to foster students’autonomy.There are four parts as follows:Introduction: this part mainly talks about educators’s definition toteaching design, meaning of researching teaching design, and status quo ofits research. Thus by teaching practice, we solve the problem of combinationof teaching theory and practice.First part of the body is about the characteristics and basic theory ofteaching design, which has features of simplification, standardization, andmethodization. In educational psychology theories, behaviorism, information processing psychology and humanism has certain influenceon teaching design.Second part of the body is the content of teaching design. Connectedwith course <Trend of thought in Ming and Qing dynasty>, we analysisrelated content of teaching design. For design of teaching objectives, itconsists of three parts, namely, understanding the curriculum standards, aswell as formulation of objectives of teaching design and specific teachingdesign of the course. Analysis on the learners’ learning conditions includeswhether they have learning ability and their attitudes. Analysis on teachingcontent includes analysis of the teaching material content analysis andteaching difficult point. The selection of teaching method emphasizes thecase teaching and the reasons of blackboard writing. Finally is teachingreflection design, mainly narrates the main reason why I chose the studentevaluation.The third part talks the implementation process of teaching design of<Trend of thought in Ming and Qing dynasty>. The formulation of learningcase is on the basis of teacher’s experience and basic quality of students.Lead-in design should be able to motivate students to study withinterestingness. Learning a new lesson lays out at two folds, blackboarddesigning and learning of new lessons. Using simple and lucid language toconclude before finalizing present lesson, which is teaching reflection, is anindispensable part of teaching. I will analyze and summarize feedback viaquestionnaires, from which I found teaching plan lacks empirical elementand disjoint with pedagogical theories, which I will improve in the future.Conclusion contains teaching design and esploration throughout a year.