Textbook of History and Society for Junior Middle Schools in Jiaxing City, Zhejiang Province. How should geography teachers prepare for employment now?

On June 5438+ 10, 2003, the District Education Bureau held a mobilization meeting for the new curriculum experiment in Wenhua Garden, and the new curriculum experiment was fully started. More than 30 subject teachers in our 13 middle school, through a series of summer general training and subject training, took the lead in shouldering the "hope" bags and embarked on the platform of the new curriculum in September, starting a painful and happy new curriculum experiment.

First of all, the suggestion of experimental background

"History and Society" is a new comprehensive subject in the new curriculum reform, which integrates history, geography, sociology, political science and other fields. On the basis of primary school moral and social related courses, provide students with basic knowledge and skills of humanities and social disciplines such as history and geography, further correctly understand the social environment, actively adapt to social development, actively participate in social life, and cultivate citizens' humanistic quality and national spirit.

History and Society has two sets of curriculum standards and multiple sets of teaching materials, with different comprehensive degrees. According to the actual situation in our region, like other cities in our province, we chose the second course standard of History and Society, which is more comprehensive and challenging. At the same time, under the careful comparative study of the textbook selection Committee, we chose the textbook of History and Society published by the People's Education Commission.

The new course "Ideology and Morality" is implemented one year later than "History and Society", mainly because the formulation of curriculum standards and the compilation of teaching materials are relatively late. Jiaxing finally chose Hunan edition after comparing the four editions of textbooks: People's Education Edition, Hunan Edition, Guangdong Edition and Shandong Edition. After completing the selection and training of teaching materials, we started the practice of the new course "Ideology and Morality" in September 2004.

Second, the footprint of our exploration

1, new course textbook training

In the past three years, according to the teaching and research activity plan of the teaching and research section, combined with the characteristics of the subject, we have made a careful new curriculum training plan at the beginning of each semester. 65438+February Every year in June and February, backbone teachers are sent to participate in the new curriculum training in the province, listening to the training reports of curriculum experts, teaching material analysis and teaching suggestions of backbone teachers in the province, and introducing the experience of the national curriculum reform experimental area. Then in July and June, 5438+ 10, we usually invite members of the subject center group to participate in the new curriculum training in the city. After we go back, we will carefully analyze, summarize and reflect, and give a training lecture on the new curriculum in the whole region at the end of August and the beginning of February. In the district-level training activities, we ask the members of the central group to focus on the problem of "how to teach" based on the actual situation of teachers in our district, focusing on the structural analysis of teaching materials, the internal logical relationship between units, and the teaching suggestions of some teaching contents. Every semester, we will arrange one or two special research activities for the new curriculum.

2, the new curriculum seminar activities

Every semester, we hold special research activities for the new curriculum. For example, in June 2003 +065438+ 10, we held a seminar on classroom teaching of new curriculum in middle schools under construction. During the seminar, we invited the backbone teachers in our district to have a demonstration class. After class, we conducted a discussion around the classroom and made a special discussion entitled "How to deal with several pairs of relationships in the classroom teaching of the new curriculum". Teachers' guiding role and student-centered learning; Autonomous learning, design, discussion, sharing and cooperation; This paper discusses the standardization of classroom discipline and democratic classroom atmosphere, so that teachers can pay attention to some common problems in classroom teaching of the new curriculum and provide help for the smooth implementation of the new curriculum. In September, 2004, we held a new curriculum seminar with the theme of "How to guide students to explore" in Xiuzhou Modern. During the activity, teachers not only listened to a comprehensive inquiry class, but also made a serious analysis of some problems in the process of comprehensive inquiry, and made a serious study from the introduction, activity design, inquiry content and other aspects, and reached some consensus. In April, 2005, we held a "special investigation and school-based teaching and research meeting on the new curriculum of history and society for the eighth grade" in Jingzhen Middle School and Xiuzhou Modern, found some common problems in the teaching of history and society for the eighth grade, and put forward some guiding opinions on the development of school-based teaching and research activities. In May, 2005, we held "New Curriculum Classroom Teaching Seminar and Comprehensive Inquiry Project Research Activity" in Xincheng Middle School. In this activity, researchers and key teachers had a competition class together. On the one hand, it provides good materials for the in-depth study of the municipal key project "Research on Teaching Strategies of Comprehensive Inquiry Activity Course of History and Society", on the other hand, it also plays a good professional leading role.

3. School-based research activities of the new curriculum.

In the past three years, we have determined the focus of school-based teaching and research in each academic year. For example, in the 2004 school year, we decided that the focus of school-based teaching and research was "the whole process research of problems in classroom teaching", the whole process of problem raising (including the timing, background and difficulty design of problem raising), problem analysis and guidance (including ladder setting, analysis methods, means and skills, etc.). ), as well as problem induction and summary. In the 2005 school year, the theme of school-based teaching and research was "Three Ones", that is, telling the most inspiring teaching stories, telling the most deeply felt teaching problems and telling the most satisfactory teaching design. I will arrange the work when the meeting of the heads of teaching and research groups begins. Every time I leave school, I will ask the teaching and research team leader to report the development in this area, and exchange reports and summarize the appraisal at the end of the year. In the 2006 school year, we took "paying attention to classroom details and building an ideal classroom" as the theme of school-based teaching and research. The teaching and research group of the school is required to pay full attention to some details in the teaching structure, the details in the problem teaching process, the details in the goal achievement process and the details in the material analysis process. In such activities, the teaching and research team leader can reflect, clarify the theme, point out the direction, focus, require and evaluate, and his ability can be improved rapidly.

Third, love for love's sake.

1, set up a discipline center group to play their exemplary radiation role.

In order to make the new curriculum experiment go smoothly, from the beginning, we selected several excellent subject teachers from the seventh grade new curriculum teachers and formed the new curriculum subject center research group. And try to run the regular meeting mechanism. In combination with regular teaching and research activities, members' meetings are basically held once a month. The duties of the members of the central group are: to collect and feedback the problems and puzzles that teachers generally encounter in the experiment, and to analyze the reasons for raising the problems; Inspire them to think and help teachers find some solutions to these problems. Brainstorm ideas to ensure the experiment is carried out effectively. Up to now, the members of the central group have preliminarily studied nearly ten topics that teachers are generally puzzled about, such as Procedural Expression and Solution in Teaching Activities, Application Research of Group Cooperation in the Classroom Teaching of the New History and Society Curriculum, Typical Case Analysis and Research, Analysis and Teaching Suggestions of Teaching Materials, and Research on Teaching Strategies of Comprehensive Inquiry Class. He also undertakes tasks such as open classes and teaching material analysis in district and city training. According to incomplete statistics, members of the central group made three special speeches in the provincial training and participated in the provincial training 10. In the city-level new curriculum training, I made a unit analysis report of 12, gave four special lectures and participated in more than 70 city-level trainings. Through these activities, they have exercised their organizational ability, language expression ability and logical thinking productivity, improved their professional skills, and played a good demonstration and radiation role in the whole region.

2. Go deep into the classroom and solve practical problems in the teaching process.

In order to better understand the implementation of the new curriculum and solve the difficulties encountered by teachers in actual teaching, we often go to school to attend classes, conduct case analysis with teachers and collectively reflect on the teaching process. In the past three years, basically, the number of lectures per semester is more than 90 times. After each lecture, teachers communicate in time, making every off-campus activity become a group discussion activity. In this process, teachers and researchers are both instructors, collaborators and educatees, and teachers and researchers become real partners. At the same time, in order to better adapt to the experimental work of the new curriculum and guide the teaching and research of the subject, the teaching and research staff also took to the podium to "go to class". It is particularly worth mentioning that last year, we held the activity of "New Curriculum Classroom Teaching Seminar and Comprehensive Inquiry Project Research" in Xincheng Middle School. During the activity, the teaching and research staff took a class of "Telling the truth is welcome" according to the research results of the subject, which was well received by the teachers and publicized the research results of the subject on the one hand. Now every semester, teachers and researchers have to go to school to give lessons, and often discuss with teachers after class. This not only organically combines the teaching concept of the new curriculum with the classroom teaching practice, but also deepens the understanding of the new teaching materials, which is helpful to better guide and carry out the new curriculum experiment.

3. Strengthen teaching and research, and promote the development of subject teaching and research in the direction of topics and topics.

The promotion of the new curriculum experiment requires everyone to be an actor and a researcher, and the classroom is a "research room" and the school is a "research center". This has changed the previous research methods and formed the research system of the school. The experimental teachers of each school discuss together before and after class, talk at any time and reflect together. Therefore, teachers' personal research ability can be enhanced, and experimental teachers and members of the central group can jointly answer questions, study teaching materials, explore teaching methods and solve practical problems in classroom teaching. Through the seminar, let the old teachers discuss according to intuitive cases. This teaching and research network, which radiates from the center to the surface, promotes the benign interaction among teaching materials, teachers and students.

In order to promote the development of subject teaching and research in the direction of specialization and serialization, we also actively carry out subject research. Since 2004, we have carried out a series of special discussion activities around Jiaxing's key project "Research on Teaching Strategies of Comprehensive Inquiry Course of History and Society". Large-scale activities include the "comprehensive inquiry class classroom teaching seminar" held in March 2005; June 5438+ 10, 2005, "Learning Evaluation and Research Activities of Comprehensive Inquiry Curriculum"; In April, 2006, "Promotion of Teaching Strategy Research Project of Comprehensive Inquiry Course"; September, 2006, Teaching Cases of History and Society Comprehensive Inquiry Course and Collection and Evaluation Activities of Students' Comprehensive Inquiry Learning Achievements, etc. Through project research, teachers' professional growth can be promoted, so that teachers can correctly grasp the important parts of this textbook, pay more attention to the improvement of students' comprehensive inquiry ability, and put this teaching concept into the usual classroom teaching, so that the new curriculum classroom is full of "inquiry" and "activity" atmosphere.

Fourth, people have joys and sorrows.

1, the new course, we have gained something.

First of all, it promotes the growth of teachers. After three years of new curriculum experiments, many teachers stand out from the crowd in their continuous study, training and teaching practice. For example, Zu Meijuan and Xu Chunyun of Xiuzhou Hyundai gave a lecture on unit lesson preparation analysis in municipal training, which was well received by teachers in other districts, cities and counties. Xu Chunyun also made a special speech in the new curriculum training activities in the province and was praised by the provincial teaching and research section.

In the past three years, our district has made gratifying achievements in the evaluation of high-quality courses in the city; In 2003, Mr. Li of our district won the first prize in the evaluation of quality courses in the city and was highly praised by the director of the comprehensive literature department of the People's Education Society. In 2004, Teacher Wang Qinying won the second prize in the city; In 2005, Mr. Wang Yongsheng won the first prize of the city and the first prize of the city, participated in the evaluation of provincial quality courses on behalf of Jiaxing City, and finally won the second prize of the province; Teacher Ji Dongwei won the first prize in the district double-high class appraisal and the second prize in the city high-quality class appraisal. In the past three years, there have been more than 200 teachers' papers and more than 20 teaching cases/kloc-0. In the city's paper appraisal, the subject teachers in our district have also achieved excellent results. In 2005, four papers won the first prize, more than 20 people won the second prize, and the quality of the papers ranked first in the city. Many papers by subject teachers have been published in public journals at or above the provincial level, such as Teaching Monthly, Textbooks for Primary and Secondary Schools, History Teaching for Middle Schools, Teacher Training for Primary and Secondary Schools, Trial Teaching Newsletter, etc. Many teachers have made great progress in education and scientific research. In 2004, the number of award-winning teachers in our discipline accounted for more than half of the total number of award-winning teachers in middle schools. Nearly half of the directors of middle school teaching departments in the whole region are our social thinking subjects; In 2004-2005, among the eight newly promoted middle school leaders, six were teachers of this subject.

Second, the quality of subject teaching has been improved. Because our district is a pure rural school, there is a big gap between the teaching quality of our subject and that of our brother counties and cities in the past. However, through the three-year new curriculum experiment, the teaching quality in our district has been obviously improved, and the final sampling test results are basically the same as those in other counties and cities. It is particularly worth mentioning that in the past two years, the academic performance has been greatly improved, and the gap with Nanhu District has been further narrowed.

2, the new curriculum, we are confused.

First of all, the contradiction between the new curriculum concept and teachers' traditional education and teaching concept. History and society require breaking the knowledge system of the subject and positioning the curriculum goal as knowledge and skills. Process and method, emotional attitude and values, among which emotional training is an important teaching goal. However, in the face of new textbooks, teachers always feel that the "system" of new textbooks is incomplete and the amount of knowledge is not large enough. In the teaching process, they often unconsciously put on new shoes, follow the old ways, overemphasize the knowledge system and structure, and ignore the cultivation, process and methods of students' healthy emotions.

Second, the contradiction between new textbooks and teachers' old knowledge system. History and Society is a brand-new comprehensive teaching material for liberal arts, which covers the knowledge of geography, history, sociology, political science and other multidisciplinary fields. The first volume is mainly about sociology. Although the junior middle school society in Zhejiang used to be a comprehensive subject, it was mainly patchwork. The first grade is geography, the second grade is history and the third grade is politics. Teachers are relatively adaptable. However, the new curriculum is a new field of knowledge for the history and politics teachers who participated in the experiment. Many concepts and nouns are new, and teachers' knowledge can't adapt to the comprehensive characteristics of the new curriculum.

Third, from the perspective of teaching materials and other teaching resources, the requirements for exercise books and unit papers are high at present. Compared with textbooks in other regions, the quality of learning resources and unit papers compiled by the Municipal Teaching and Research Office is acceptable, but there are still many problems, the most prominent of which is that the requirements are too high, which exceeds the requirements of curriculum standards, making students and teachers lose their direction. After class, students will find that many knowledge books don't mention unit papers or teachers don't mention unit papers after finishing their homework. There is still a lack of available teaching materials, and many schools do not have various teaching materials such as wall charts, globes and projections.

We are worried about the new curriculum.

First, the teacher's teaching situation changes every year, which has a great influence on the activities of the central group. None of the members of the central group initially determined can really bring them from Grade One to Grade Three. Therefore, the teachers who undertake the task of new curriculum training in the district are basically changed every year.

Second, the development of new curriculum experiments is quite different. Because the overall teachers in our district are relatively weak, we can't take care of the new junior high school curriculum. Therefore, there are fewer young teachers teaching the new curriculum in junior high schools, and even fewer backbone teachers. Most of them are substitute teachers, non-professional teachers, civilian cadres and administrative leaders. Their adaptability to the new curriculum is poor, and it is difficult to carry out training activities. Secondly, junior high school is the best.

Third, there are great differences between schools, and the schools with better activities are often those with more young teachers and more full-time teachers. And through the new curriculum experiment, we have a hunch that school-based teaching and research will get better and worse, and the gap between schools is getting bigger and bigger.

5. Tomorrow will be better.

In the future, we should make breakthroughs in the following three aspects. First, clear up the working ideas, create the characteristics of subject teaching and research, and look for "characteristic teachers", "characteristic models" and "characteristic classrooms" at any time in the future lecture process to prepare for our next activities. The second is to improve the quality of teaching and research and promote the development of teachers. I think the discipline teaching and research work should form "three promotions", that is, the teaching and research function should be promoted from "discovery-based communication" to "research-based guidance"; In the orientation of teaching and research, we should upgrade from assistant and instructor to participant and guide; In terms of teaching and research methods, it is promoted from "competition evaluation as the main line" to "theme influence and achievement improvement" as the main line. Third, to strengthen the ability training and improve their own quality, we should not only accumulate and summarize our own teaching and research experience; We should not only improve the quality of teaching and research with advanced teaching concepts and solid theoretical foundation, but also have unique personality charm and pioneering and innovative working methods to create teaching and research characteristics.

In the process of the new curriculum experiment, our subject teachers showed great enthusiasm for participation. They are full of enthusiasm and creative desire for education. They realize the value of teachers to students, careers and self-development, experience self-esteem and build self-confidence.

The new curriculum experiment has been difficult and bumpy all the way;

The new curriculum experiment is happy, and you can see your solid footprints towards success along the way.

In the field of the new curriculum, we have sown the seeds of hope, shed hard sweat and happy tears, and we have reason to look forward to the harvest. ...

Tomorrow will be better, we look forward to it, and we are working hard!