Research On The Implementation Strategies Of Three-dimensional Goals In History Teaching Of Junior High School

The practice and effect of "three-dimensional goals" in junior middle school history teaching,as well as teachers' and students' understanding of "three-dimen sional goals" are worth studying.Through case method,literature research metho d,teaching observation method,questionnaire survey method and other methods,the theory and practice of "three-dimensional goals" in Junior middle school hist ory teaching can be well studied.First of all,compare the similarities and differences of "three-dimensional ob jectives" in the "compulsory education history curriculum standard(experimental draft)" and "compulsory education history curriculum standard(2011 version)".Secondly,through the questionnaire survey of junior middle school students and the questionnaire interview of junior middle school history teachers,it is con cluded that:(1)most students expect rich and vivid history classroom,on the ba sis of teaching key and difficult points and clear basic knowledge,learning and understanding more extracurricular history knowledge,rather than simply pursuing teaching progress and only sketching dull and rigid history classroom in textboo ks.(2)From the whole point of view,junior middle school history teachers do not have a comprehensive understanding of the "three-dimensional goals".In clas sroom teaching,they often only complete a single knowledge goal.Moreover,aft er class teachers' self reflection and evaluation of students are not well carried o ut.They do not reflect enough on the achievement of their own designed teachi ng goals,and do not pay attention to the diversified evaluation of students' mast ery level of historical knowledge.The evaluation of students focuses on the pape r and pencil test.Thirdly,through the analysis of the design and implementation of teachers' t hree-dimensional goals and students' learning effect,the author concludes that:(1)teachers do not make "three-dimensional goals" according to their learning situat ion.(2)The goal setting is out of line with the implementation of the goal in t he actual teaching process,and often becomes a single knowledge goal,which d oes not reflect the goals of "process and method","emotional attitude and values";or the "three-dimensional goal" is just a formality and has not been really im plemented.(3)Teachers' teaching objectives are confused with students' learning objectives,and students' learning tasks are not clear.(4)Students can't participate in the teaching process well,can't sort out and review the learning content in class,and the effect of in class testing is not ideal.Finally,in the practice of practice teaching,from the perspective of "three-di mensional goal" integrity,the teaching concept of "achieving knowledge and abili ty through" process and method "and reflecting" emotional attitude and values "s hould be implemented.All of them should be student-oriented,through specific t eaching design and classroom teaching,to create and reflect the requirements of curriculum standards,highlight the key and difficult points of teaching,expand a nd enrich historical knowledge,and improve students are interested in learning hi story.It enables students to understand and use the viewpoints and methods of h istorical materialism,use appropriate time and space expressions to narrate histori cal facts,identify the authenticity of historical materials and learn to extract hist orical information,form their own historical interpretation,and initially form a hi story classroom of historical discipline literacy.These research experiences can pr ovide some references for junior middle school history teachers to implement "th ree-dimensional goals" and cultivate students' subject literacy in specific teaching practice.