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Chapter 1: Model Essay on World Geography Knowledge Points in Middle School
[Key words] World outlook formation World outlook education
[CLC No.] G641 [Document Identification Code] A [Article No.] 1009-5349 (2013) 10-0240-02
The university stage is the most active period of thought and the most critical period of individual socialization in one's life. It is also the period of formation and consolidation of world outlook. The formation of a correct world outlook plays an important role in guiding college students to correct their words and deeds, and to correctly measure and judge right and wrong in the future. This paper mainly studies the world outlook of college students from the perspective of psychology in order to provide psychological theoretical basis for the education of college students' world outlook.
1、 About world outlook
World outlook refers to people's general view and fundamental view of the whole world. In a narrow sense, the world view focuses on the view of the world's origin. In a broad sense, the world outlook includes not only people's general view of the objective material world, but also people's view of the relationship between man and the material world, specifically the relationship between man and nature, between man and society, between man and others, and between man and himself, that is, the attitude and fundamental view of human life purpose, life meaning, life value and other issues.
2、 Psychological premise for the formation of world outlook
The psychological development level of college students restricts the formation of their world outlook. Among them, the development level of college students' thinking, socialization and self-consciousness are the three basic psychological prerequisites that affect the formation of college students' world outlook.
（1） Development level of thinking
World outlook is a concrete and abstract concept. In a narrow sense, it focuses on the discussion of the origin of the world. Broadly speaking, it also includes views on the relationships between people and nature, people and society, people and others, and people and themselves. The world view is constructed on the concrete human, natural and social problems, so it is concrete. At the same time, the world outlook refers to the fundamental and general views of these relationships, which requires profound thought, condensed views and abstractness. The development level of college students' thinking is in the transition stage from formal logical thinking to dialectical logical thinking. They can analyze these complicated and intertwined connections and phenomena, and then try to infer and sublimate a fundamental view and general view from these phenomena. From this point of view, the improvement of the level of thinking development is the most basic psychological prerequisite for the formation of college students' world outlook.
（2） Social development level
College students are the group that is about to enter the society, and the university stage is the key transition period of college students' socialization. At this stage, with the enrichment and accumulation of knowledge, the expansion and broadening of vision, the profound and dialectical development of thinking, and the increase of social experience, college students began to question and think about the world, life and other issues, and to analyze the existing correct or wrong world view, in order to establish a correct theory to guide their words and deeds. It can be said that the level of college students' socialized development promotes the need for college students to form a world outlook. Therefore, the level of college students' socialized development is one of the basic prerequisites for the formation of a world outlook.
（3） Self awareness development level
The development of college students' self-awareness is at a higher level from the general trend, with more active self-awareness, more realistic self-evaluation, and more profound self experience. They can actively analyze and deeply reflect on the world outlook they are building or have formed according to the correct theoretical guidance and practical tests, in order to improve it day by day. The development level of college students' self-consciousness provides an internal conscious power for the correct formation of college students' world outlook.
3、 Psychological Factors Influencing the Formation of College Students' World Outlook
（1） Cognitive factors
The influence of cognitive factors on the formation of college students' worldview is mainly manifested in the ability of the original knowledge structure to accept and assimilate the correct worldview information, which determines the amount and depth of the correct worldview information absorption. In the established knowledge structure, four factors play a certain role in influencing and restricting the formation of a correct world view.
1. The clarity of the concept of worldview. In the existing knowledge structure of college students, the concept of worldview is only limited to the philosophical definition taught by teachers in politics class: worldview refers to people's general view and fundamental view of the whole world. This definition is rather abstract, which is not conducive to students' understanding and acceptance. However, many college students do not know the broad understanding of the world outlook. The clarity of concept is the basis for the formation of a correct world outlook. If this basic link has problems, it is impossible to establish a correct world outlook for college students.
2. The amount of scientific knowledge. A person who has a wealth of scientific knowledge, compared with those who know little about scientific knowledge, will be more accustomed to using rational thinking to consider the "why" in the world, and can use scientific knowledge to answer, rather than being blinded by ignorant superstition.
3. The deep-rooted feudal superstition. The idea of "believing in something rather than believing in nothing" is widespread among college students, which stems from the influence of the social atmosphere accumulated in China for a long time. This kind of thought provides a living space for idealism, and it is not easy for college students to form a scientific world view.
4. Impact of "experience". "Experience" is two-sided. It is truth under given conditions, but it is also not conducive to the formation of a correct world view to think about problems from the perspective of experience without the perspective of dialectics of development.
Therefore, to form a correct world view, we need to constantly improve the knowledge structure of college students, construct it with scientific and rational thinking, enrich it with extensive scientific knowledge, and improve it with the perspective of dialectical development.
（2） Value orientation
The original values of college students affect their attention, understanding and absorption of the world outlook information they are exposed to in a "selective" way. When the externally contacted worldview information conforms to his existing ideals, beliefs, and concepts, it is easy to absorb such information. On the contrary, it is relatively difficult to assimilate new information. In reality, some college students have a utilitarian value orientation. They believe that they can achieve their goals by any means and are short-sighted. They do not take into account the overall interests of the collective and the environment, or they take an ambiguous attitude towards superstitious ideas and close the door on correct materialism, These are all the manifestations of the barriers to the establishment of a correct world outlook caused by the deviation of values.
（3） Volitional quality
Will influences college students to internalize the external world outlook information into a conscious world outlook and guide their behavior. Although college students have high self-control and self-consciousness, and absorb new information quickly, they have strong rebellious and independent psychology in emotion, intense psychological contradictions, and unstable emotions, which lead to the phenomenon of inconsistent words and deeds in the formation of world outlook. Therefore, in the process of internalizing the world outlook, the will quality plays a key role.
（4） Affective factors
Emotion comes into being along with cognition and runs through the whole process of the formation of world outlook, which promotes or restricts the formation of correct world outlook. For example, positive emotions that are optimistic and enterprising are conducive to the formation of a correct world view, because positive emotions can keep people in a healthy mood and promote them to move forward towards hope. On the contrary, the feeling of pessimism is not conducive to the formation of a correct world view, and they will habitually place their spirit in the illusory world of gods and Buddhas.
4、 Characteristics of the formation process of college students' world outlook
From the perspective of static content, college students' world outlook is characterized by fragmentation, one-sided and diversification. From the perspective of dynamic process, college students' world outlook is characterized by instability, trial and unconsciousness.
（1） Angle of static content
1. Fragmentation. The fragmentary content of university students' world outlook is generally caused by the incomplete understanding of the concept of the world outlook itself. They often abstract their personal world outlook according to their specific life or personal experience, and this process is empirical and incomplete.
2. One sidedness. One sidedness refers to the idealization of college students' understanding of the world, which leads to extremes. They either think that the world is perfect or that the world is dark and ugly. When the former sees the imperfect side of the world, it is easy to have a psychological gap and go to the other extreme. The latter always lives in darkness and negativity, and even produces rebellion and hatred. Both are not conducive to the healthy development of college students' psychology.
3. Diversification. The formation of the diversified characteristics of college students' world outlook is due to the rapidly changing information society. The network spreads everyone's different views across countries and regions at the speed of seconds through bbs, blogs, qq, etc., so that sensitive college students who are easy to accept new things are always ready to understand new views, which leads to doubt or even change the original views, or reservation. The pluralistic society has achieved the pluralistic world outlook of college students.
（2） Dynamic process perspective
1. Instability. Although college students have high self-control and self-consciousness, and absorb new information quickly, they have irrational rebellious psychology and strong independent spirit in emotion, as well as other reasons, such as the pressure of study and employment, the lack of belief and confusion of mind caused by the rapid development of society, all of which lead to psychological contradictions and turbulence of college students, As a result, in the process of forming and consolidating a correct world view, there is inconsistency between ideas and words and deeds.
2. Try. Because of the uncertainty of the knowledge of the rapidly changing things in the world, it brings tentative characteristics in the formation and establishment of the world outlook. Because the process of forming a new concept itself is a process of trial and error, college students, while forming their own recognized world view, require their own world view to conform to the main body of society, thus, the formation of college students' world view is characterized by trial and error, This also reflects the development of college students' self-awareness and some age characteristics of socialization.
3. Unconsciousness. The unconsciousness of college students in the process of world outlook formation is manifested in two aspects: first, they do not know how to consciously establish a world outlook; Second, I didn't realize that I had established part of the world view and used it subconsciously. On the one hand, this is because the education of world outlook is not in place, on the other hand, it also shows that the development of college students' self-awareness needs a process.
5、 Conception of world outlook education for college students from the perspective of psychology
The biggest disadvantage of the past world outlook education for college students lies in the neglect of the age psychological characteristics of college students, the teaching methods are scripted, the theory is divorced from reality, and it is difficult to absorb and assimilate. The combination of psychological factors in the formation of college students' world outlook can improve the education of college students' world outlook.
First of all, in terms of teaching methods, case teaching and dilemma teaching methods are advocated, so that the world outlook issues can be implemented as specific issues and concerns of college students. This kind of teaching method is conducive to mobilizing college students' enthusiasm for learning, enhancing their ability to distinguish right from wrong, easily digesting and melting into their own consciousness, and then correctly guiding behavior.
Secondly, we should combine abundant extracurricular practical activities, such as lectures, knowledge contests, debates, etc., to strengthen the correct world view of college students to overcome their instability in the process of forming a correct world view.
Thirdly, pay attention to the stage of the world outlook education of college students. For freshmen and seniors, two special college groups, education with different contents and levels should be carried out according to the actual situation.
Finally, we should create a positive, scientific and civilized society and campus environment. Combine the construction of community environment with the construction of campus culture to form a good acceptance environment for college students to establish a scientific and healthy world outlook.
[References]
[1] Zhu Yingyuan, Lin Xueyuan, Yang Hulie, Wang Peishuang. Dialectically and rationally looking at the world -- investigation and reflection on college students' world outlook [J]. Journal of Social Sciences of Shanxi Universities, 2000 (7): 77-79
[2] Cheng Xinying. Acceptance mechanism in the formation of college students' world outlook, outlook on life and values [J]. Ethics Research, 2004, 3 (2): 76-79
[3] Huang Xiting, Xu Fengshu. Psychology of College Students [M]. Shanghai People's Publishing House, 1989.2:162-193, 207-233
Analysis on the Formation and Education of College Students' view of the world
Chen Xin
（Computer Department of Ningde Normal University， Fujian Ningde）
Chapter 2: Model Essay on World Geography Knowledge Points in Middle School
[Key words] Effective review of new courses
The review lesson is different from the new teaching. It is the systematic integration of the old knowledge, sorting out and summarizing the previously disordered knowledge, concepts and problem-solving ideas, so as to achieve the systematization, systematization, and finally concentration. An efficient review lesson often gets twice the result with half the effort. The new curriculum reform focuses on cultivating the independence and autonomy of students, taking students as the main body, and gradually realizing the reform of learning methods. Under this concept, the history review lesson should also be further oriented to all students, so that students can learn from the past and understand the new in the process of improving the cognitive structure, understand the learning methods of history, and better develop students' historical thinking ability, innovation ability and humanistic quality. Next, the author will talk about several strategies to improve the effectiveness of high school history review under the new curriculum, taking the compulsory course "Globalization Trends of the World Economy" of PEP as an example.
1、 Carefully study the new curriculum standard and exam instructions, and guide students to clarify the focus and direction of review
The explanation of high school history examination is an important basis for investigating the level of students in history learning. It stipulates the guiding ideology, requirements and scope of the college entrance examination, and is also the guiding light of the college entrance examination review. Therefore, teachers should first actively study the new curriculum standards and examination instructions, so as to lay a solid foundation for each review lesson to grasp the review objectives and core content.
The specific approach is to carefully study the action verbs required for knowledge and ability in the course standards and exam instructions, grasp the difficulty and depth of their requirements, and then carry out targeted review. Generally speaking, behavioral verbs such as "know", "know", "understand", "summarize", "induce", "know" and "explore" are often used to distinguish different energy level requirements. For example, the curriculum standard of the section "Globalization Trends of the World Economy" is: "understand the origin and development of the World Trade Organization (WTO), understand its role in the process of world economic globalization; understand the historical facts of China's participation in the World Trade Organization (WTO), understand its impact and role; understand the development trend of economic globalization, and explore the problems in the process of economic globalization." Among them, "understanding" is a relatively shallow level of knowledge overview and recognition requirements, "understanding" puts forward relatively high requirements in terms of ability, and "discussion" reflects the characteristics of the new high school history curriculum that focuses on achieving three-dimensional goals in the learning process.
Therefore, teachers must carefully study the definition of these behavioral verbs on students' ability requirements and knowledge difficulty, so as to set corresponding teaching strategies for the teaching content, and effectively control the difficulty positioning in the review process, so as to give students targeted guidance and further improve the effectiveness of the review lesson. In addition, when studying the new curriculum standard, we must strictly follow the curriculum standard as the benchmark. Anything that is not related to the new curriculum standard and the exam description can be deleted to maximize the efficiency of classroom review.
2、 Vigorously consolidate the foundation, strengthen the guidance of learning methods, and improve students' self-learning ability
The proposition of college entrance examination can not be separated from the basic knowledge of history, and knowledge is the foundation of ability and thinking. Only by comprehensively consolidating the foundation and paying attention to the relationship between points, points and lines, and lines and planes, can a clear and coherent network of historical knowledge be formed. The review lesson of middle school history also requires highlighting the key points in the overall, breaking through the difficulties, solving some knowledge easily confused by students, making up for the past knowledge gaps, and understanding the problems and shortcomings in students' learning methods and habits in many ways, to help students actively build their own knowledge system, so as to improve the effectiveness of students' self review and test preparation.
Then, how to make students understand the connotation of the main historical concepts, the essence of important historical phenomena and the internal relations between knowledge on the basis of mastering the basic historical facts, so as to grasp the system characteristics of this stage as a whole? It is particularly important to study textbooks under the guidance and guidance of teachers. First, read the table of contents before the book and think about the position of the unit where this section is located in the whole book. Secondly, read the titles of each section of the unit, think about the internal relationship between each section and the unit title, and understand and master it in combination with the introduction of the unit. When entering this section, you should not only read the preface, text, illustrations, but also the notes and exercises on the book (including the "window of learning and thinking" and "evaluation of this course"). During the study, students are also required to think about the internal relations of paragraphs, chapters, pictures and texts in the text in time, fully tap the hidden knowledge in the textbook, and summarize in writing. On this basis, teachers will give supplementary explanations to the problems that students are easy to ignore, or the content that is not mentioned in the textbook but is helpful to understand the key and difficult points in this section, so as to further consolidate the original knowledge and promote improvement.
For example, this section is the last section of Unit 8 of Compulsory Course 2. It first analyzes that it is closely related to the formation and development of the world market in the previous unit and China's reform and opening up. Then the analysis between the sections in the unit is as follows: the establishment of the world economic system led by the United States provides a platform for the development of economic globalization; Regional collectivization is an important step and way to realize economic globalization, which will hinder globalization in the short term. Then, we will study and sort out the teaching materials of this section: First, "the development of economy towards globalization" should focus on "the course, reasons and impact of economic globalization"; The second item "The establishment of the World Trade Organization" should read "the establishment, purpose and role of the World Trade Organization in the process of world economic globalization"; The third item "China's accession to the World Trade Organization" focuses on "the historical facts of the Chinese government's efforts to join the World Trade Organization in line with the development trend of economic globalization, and the impact of this measure on China." On this basis, we understand that globalization is an inevitable trend, and then have a deep understanding of how China should respond to "opportunities and challenges" under globalization, so as to actively integrate into globalization.
3、 Actively create situations, strive to mobilize students' interests, and guide students to participate wholeheartedly
During the teaching of review lesson, students have already mastered relevant knowledge. It is difficult to catch students' attention with general induction and repetition, and students are also prone to mental fatigue. How can students participate in the teaching process more actively? Undoubtedly, interest is the best teacher. Students have new interest in reviewing content, learning motivation is stimulated again, and their experience and perception of history are further deepened. In a variety of teaching methods, situational teaching can be regarded as the "catalyst" to create an efficient classroom for revision lessons. There are many kinds of situation creation, such as problem situation, role situation, emotional situation, etc. Different situations also have different teaching effects.
For example, in the analysis of the examination point of "the origin, development and role of the World Trade Organization", the author first presented a piece of material, thus creating a problem situation, which led students to actively mobilize their existing knowledge accumulation, link up the learned knowledge, not only cultivate their innovative spirit and ability to think independently and solve problems, It also fully experienced the success of being the subject of learning, thus giving prominence to the initiative and inquiry of students' learning, and improving the efficiency of classroom review.
"In March 2002, the U.S. government announced that it would impose a three-year tariff quota restriction or impose a high tariff of up to 30% on a variety of steel products from most countries, which means that billions of steel products from the EU, Japan, South Korea, China, and Russia cannot enter the U.S. steel market, but this will not apply to Canada and Mexico." Which international organization was the first to safeguard the fairness of world trade? Why is it one of the pillars that laid the foundation for the post-war capitalist world economic system? (2) Why build a new WTO after existing customs and trade? (3) Is there any conflict between the purpose of WTO and the trend of regional collectivization of the previously learned economy? Several questions stimulate the desire to explore when reviewing old knowledge. It can be concluded that the establishment and development of WTO is in line with the trend of world economic globalization and an important manifestation of its development.
4、 Strengthen the reorganization of resources, reasonably construct the knowledge system, and mobilize the transfer ability of students
In the teaching of revision lessons, we should pay special attention to one aspect, that is, how can it not evolve into simple repetition? Therefore, when reviewing, we should reorganize the learned resources, dynamically connect various static and scattered knowledge points, and mobilize students to reprocess their existing cognitive structures, link them into a clear, reasonable and orderly knowledge network, so as to promote internalization and absorption. When using, we can also connect them from point to line. Students' ability of independent learning and innovative thinking has also been further improved.
Then whether the reorganization of review lesson resources and the construction of knowledge system can produce real effect on students' learning effect depends on whether students can reasonably and effectively transfer them to the solution of new problems. Therefore, the resource integration of review lesson can not be limited to this unit, but can be extended to different modules, even to the subject knowledge of geography and politics. Finally, students can transform book knowledge into application ability, and perceptual knowledge will rise to rational knowledge, which will correspondingly improve the effectiveness of history review.
For example, the review of "the development trend of world economic globalization and its problems" was first introduced with a multiple choice question with a high error rate in the 2009 college entrance examination in Jiangsu: "In recent years, with the development of globalization, a wave of anti globalization has been rolling in. This is mainly because ① globalization has led to the deterioration of the global environment ② the gap between North and South has further widened ③ the reduction of employment opportunities in developed countries ④ the plundering of developed countries on developing countries "
A.①③ B.②④ C.①②④ D.①②③④
From this question, it is analyzed that we should start with the negative effects of economic globalization, then what are the adverse effects of economic globalization on the whole world? For example, to solve the problem of "the destructiveness and infectivity of the financial crisis will also increase", we can contact the second unit of Compulsory Course II "the formation and development of the capitalist world market" and the sixth unit "the unprecedented economic crisis of the capitalist world" for analysis: economic globalization is also the further development of the world market since the modern industrial revolution. Under the influence of the world market, countries' economic ties are increasingly close, and their interdependence and influence are also deepening.
Next, we can see that anti globalists come not only from developing countries, but also from developed countries. What are the differences between these two types of countries in the impact of economic globalization? Make an analysis of the advantages and disadvantages of economic globalization, and then understand the essence of economic globalization: a new round of global expansion of capital led by developed countries. So why should China, as a developing country, actively apply for WTO membership? Take China as a case under the vision of economic globalization, and directly transition to the examination point of "China's accession to the World Trade Organization".
Then, in connection with the relevant content of China's reform and opening up in the fourth unit of Compulsory Course II, Road to Building Socialism with Chinese Characteristics, as well as the problems and hazards brought about by the closed door policy in China's history in Compulsory Course I, it analyzes why China should expand its opening up, seize opportunities, avoid risks, seek benefits and avoid disadvantages. The "Common Sense of Nations and International Organizations" of the political discipline also mentioned "the purpose of the World Trade Organization and the significance of China's accession to the WTO", which can be supplemented to deepen the understanding of the necessity of China's accession to the WTO.
5、 Select exercises, improve the effectiveness of problem solving in adaptation, and comprehensively improve students' application ability
In the teaching of review lesson, the practice design needs to reflect more the comprehensiveness and openness of knowledge, and better improve the level of students' comprehensive application of knowledge. Teachers also need to actively study topics, and select more targeted and typical topics according to the review objectives of this lesson. The collected topics should not be copied mechanically. Through re integration and adaptation, we should consider the individual characteristics of students, deal with the difficulty and quantity, reproduce the connection of knowledge points through solving problems, and feel the methods and laws therein, so as to achieve the effect of drawing inferences from one instance and understanding by analogy, so as to improve the ability to solve problems and the score rate of answers. This is also the fundamental significance of revision exercises.
In addition, in selecting topics, you can also make more use of the recent college entrance examination questions, train students to learn and use flexibly, pay attention to the standard answers, and experience the college entrance examination in advance. Such "practical exercises" also make students repeatedly contact the difficulty of the college entrance examination questions, the idea of setting questions, and gradually reduce the fear of college entrance examination. At the same time, try to let students change a certain angle, prepare new questions, effectively link the memory of students' basic knowledge with the improvement of problem-solving ability, and then guide students to actively discover and capture the angle of proposition when reviewing basic knowledge, which will correspondingly improve the effectiveness of the history review lesson.
For example, in the further analysis of "the development trend of world economic globalization and its problems", the college entrance examination questions that have already been done are selected: (2010 National Volume I) German scholar Ulrich? Beck described a phenomenon: in the era of economic globalization, any large national enterprise, whether "American", "German" or "French", is difficult to survive, which indicates that the era of economic globalization
A. World economic development tends to be reasonable and balanced
B. The main forces driving the world economy have changed
C. The disappearance of national attributes of transnational enterprises
D. Capital in developed countries began to expand globally
First, let the students analyze the general thinking methods and knowledge points used to solve problems, and infiltrate the standardization requirements into the daily training process. It is broken down as follows: "solution ideas: interpret the question stem, review the problem, draw out key words, extract effective information, carry out knowledge transfer, and finally look at the options to ensure item by item analysis. The obvious wrong conclusions are eliminated first, and the remaining options are judged carefully." "Knowledge points: the impact of economic globalization." Thus, it is concluded that nationality shows regional characteristics, It is obviously in conflict with globalization. Its difficulty in survival is not to say that it has disappeared completely, but that it has become a world and transnational enterprise in the process of globalization. This is enough to show the great impetus of economic globalization. So the correct answer is option B.
Then, let the students mobilize other relevant knowledge, change a proposition condition, compile and decompose into several new questions, and set questions level by level. For example: ① What is the relationship between transnational corporations and economic globalization? ② Economic globalization has promoted the development of the world economy. What factors have promoted the rapid development of economic globalization? ③ What problems has economic globalization brought to the world? What are the differences between the situations faced by developed countries and developing countries? Why? ④ What are the main measures taken by developing countries to deal with this trend? ⑤ How should developing countries deal with the relationship between globalization and nationalism? wait. Finally, teachers and students jointly summarized and concluded that for some questions that students are difficult to answer or understand directly, teachers supplemented them with relevant historical materials, so as to strengthen the in-depth understanding of the trend of economic globalization.
6、 Establish a new historical perspective, connect with hot spots, and strengthen students' comprehensive ability and humanistic quality
The new history curriculum of high school places material civilization, political civilization and spiritual civilization in the same important position with the evolution of civilization. These changes will inevitably lead to the corresponding changes in the college entrance examination proposition. Therefore, the introduction of modern historical view, civilized historical view and global historical view is a trend of the proposition of college entrance examination at this stage. Through the analysis of the reasons for the formation and development of economic globalization, and the impact of economic globalization on China, students can realize that the development of productivity and science and technology is the fundamental driving force for the development of civilization, and the interaction and collision of different civilizations are also the driving force for the development of civilization. Only by following the trend of history and keeping up with the pace of economic globalization can China not be eliminated by history. China's reform and opening up is also a historical inevitable choice.
In addition, as a humanities discipline, the important function of history is to guide students to pay more attention to society and the world. The hot issues emphasize the combination of history and reality, and fully reflect the functions of "learning to apply" and "learning from history". Therefore, in the history review class, we should pay attention to linking the actual problems with the basic knowledge of the history discipline, that is, according to the characteristics of the history discipline, we should explore the historical investigation scope covered by the practical problems from multiple perspectives. For example, in the final summary of this section, the following questions are given: analyze and evaluate the important cooperation and development issues in today's world economic recovery from the development process of world economic globalization and the impact of economic globalization since modern times; How has China fully integrated into the trend of economic globalization in the past three decades? What successful experiences can be summarized from it?
In a word, improving the effectiveness of history review lesson in high school is still under constant exploration. We need to refine and summarize from learning others' experience and our own teaching practice, better apply effective teaching concepts to teaching, improve the rationality of teaching behavior, and maximize the development of students' humanistic quality, which also requires our constant thinking and efforts.
reference:
[1] Yu Pei. Globalization and Global Historical View [J]. History Collection. 2001 (02)
Chapter 3: Model Essay on World Geography Knowledge Points in Middle School
In my opinion, as a junior high school graduate, I should have some geographical knowledge; As a teacher who graduated from a geography college, he has more responsibility to cultivate students' geographical literacy, especially to make students understand the distribution of some key geographical things in the world and China. Therefore, in order to make students interested in learning geography and really learn geography knowledge when teaching geography in junior high school, I often carry out bold innovative practice in geography class according to the existing class hours based on the textbooks published by People's Education Press, and have made some achievements.
In order to make students understand the general situation of the world, I mainly designed the geographical distribution research, such as the distribution of continents and oceans, the distribution of race and language, religion, the distribution of world climate, the distribution of world terrain, the distribution of world rivers, the distribution of world minerals, the distribution of world natural belts, the distribution of world famous scenic spots and historic sites, etc, Then each content takes about 1-2 class hours. Through one or two semesters of study, students have a general understanding of geographical knowledge, and also broaden and enrich their horizons in the teaching process.
1、 Introducing "Competition Mechanism" to Activate the Plain Geography Classroom
For example, when talking about the ethnic distribution of the world, I designed 15 questions in advance, and then divided the questions into three groups. Each group was assigned different scores. Finally, the students were divided into four groups for mandatory and preemptive answers to determine the level of scores. In this way, the classroom became active all of a sudden, and the enthusiasm of students was also mobilized. The classroom effect was very good. These questions include: ① Which ethnic group is dominant in East Asia? ② What are the two main races in India? ③ What race is sub Saharan? ④ What ethnic group is dominant in West Asia and North Africa? With these questions, students turn over books, discuss and answer at the same time. The classroom atmosphere is very active.
2、 Use geographical charts flexibly to guide students to remember geographical distribution rules
For example, when talking about climate distribution, I give students a blank distribution map of the world climate, and then guide students to fill in gradually according to the textbook and ask the following questions:
① What kind of climate is mainly distributed near the equator? Please use a legend to fill in their distribution positions on the blank chart?
② What are the climate types in Africa? What are the characteristics of their distribution?
③ Which continents are the Mediterranean climate mainly distributed in? Please use a kind of legend to fill in their distribution positions on the blank chart.
④ What climate is the most widely distributed in the world?
⑤ What are the main types of climate in China? What climate does Suzhou belong to?
⑥ What's the climate in the polar regions?
Under the guidance of the questions, students can learn while filling in, and analyze while discussing, so that they can have a general understanding of the world's climate distribution. Although not deep, they can also know a little about it, which is very helpful for them to enter high school and study geography in the future.
3、 Attract students with exquisite board drawings and board drawings, and try to guide students to master the great rivers of the world
When talking about this part, I first drew a world map on the blackboard, and then marked the outline of China in it. The students were attracted by my action at once, and then gradually drew the position and flow direction of famous rivers on the world map. I also designed a form for students to try to fill in. I edited a short video for each river to let students fill in while watching and discuss. The classroom is full of a strong learning atmosphere, and students don't feel tired after a class. Through the study, students have a full understanding of these world-famous rivers, and also know the position of our Yangtze River and Yellow River in the world, increasing their love for the great rivers and mountains of the motherland.
4、 Introduce one or two places of interest in each continent and guide students to look at the world
These cultural heritages are left to contemporary people by history. This part of the content belongs to a certain country, but also to all mankind. In today's economic globalization and world integration, it is necessary for junior high school students to understand this. Geography has taught people to look at the world and discover the new continent. In this increasingly globalized and open modern society, as a junior high school student, we should have a certain understanding of some of the world's outstanding cultural heritage. As a junior high school student, he should absorb all the excellent things in the world with an open attitude. Only in this way can he create better things through his own efforts. Although this part is scattered and even brief in junior high school textbooks, it is particularly curious and desirable for all junior high school students. Therefore, by consulting the auxiliary teaching materials and integrating some materials through the Internet, I sorted out the top ten places of interest at home and abroad, introduced their location, causes, problems, reasonable protection, etc. In my teaching, I selected the following attractions and attractions: Taj Mahal in India, pyramids in Egypt, the Great Wall of China, Mount Rushmore in the United States, the Louvre in Paris In Brasilia, Brazil, the Opera House in Sydney, and the large terraces in the Philippines, students have enriched their knowledge, broadened their horizons, learned to absorb all the beautiful things in the world, and loved the beautiful scenery of the world. In this part of teaching, I paid full attention to the bilateral interaction between teachers and students, gave the main role of the lecture to students, let them talk about their understanding of these places of interest and world heritage, and then supplemented and enriched these materials, so that students can really learn something, and finally realize the role of looking at the world in the geography class. As citizens of the 21st century, students should not only learn "mathematics, physics and chemistry", but also "literature and history"
Geography plays an irreplaceable role in guiding students to see the world with an open mind.
5、 When guiding students to understand the geographical distribution, establish students' "big country awareness" and "big country responsibility"
Chapter 4: Model Essay on World Geography Knowledge Points in Middle School
Geography is a science that studies the geographical environment, natural elements and human elements on the surface of the earth and their interrelationships. Geography is comprehensive, regional, open and practical. Middle school geography course is a basic course that enables students to acquire developable basic geographical knowledge and ability, understand geographical environment, learn geographical thinking, establish global ethics, and form global awareness and patriotic feelings.
1、 Analysis of current situation of students:
The cognitive level of junior high school students has entered the stage of developing from image thinking to abstract thinking. They have certain abstract thinking ability and preliminary systematic thinking ability. At the same time, junior high school students have begun to learn basic knowledge of ideology, morality, history, geography, etc Experience activities began to involve some more complex social phenomena or social things in social life. Therefore, we can combine the knowledge and methods of relevant disciplines to guide students to learn to find and put forward problems, analyze and solve problems from the reality of social life. The practice and experience in this stage are progressive on the basis of primary school.
From the perspective of thinking development, students in Grade One have made a great leap. There are more stable factors in the learning process. Due to poor learning habits, some students may have problems in class, such as inattention, speech and other violations of classroom discipline. But overall, students still have some learning initiatives, and homework can be completed in a timely and accurate manner.
2、 Textbook analysis
Chapter One Let's Go into Geography
This chapter belongs to the introduction part of the textbook. The first section is "geographical knowledge around us", and the second section is "how do we learn geography". Let students perceive geography from two aspects of emotion and skills, and explain the learning content and significance of geography, and the methods and ways of geography learning. The teaching content of this chapter is to pave the way for the future study of geography and guide students to love and get close to geography.
The textbook enables students to feel the wonder and kindness of geographical knowledge through "geographical mystery", "geography and daily life", "geography and production construction", "geography and local customs", which can not only let students feel the practical significance of geographical knowledge, but also stimulate the strong interest in learning geography, reflecting the characteristics of "geographical knowledge is everywhere, and geographical knowledge is useful everywhere".
In the second section, "How do we learn geography" starts by guiding students to draw school maps and master the use of maps, the basic tool of geography learning, from the practical application, which reflects the idea that learning geography is useful for life, so that students will not feel that geography is just a subject, but also a life skill. "Learn to collect geographical information", "Learn to think about geographical problems", and "Learn geography in field trips" combine interests and methods, emotions and skills properly, so that students can feel that geography is an interesting, useful, worthwhile, and capable course.
Chapter II The Face of the Earth
The textbook of this chapter mainly includes four parts: understanding the earth, land and sea distribution of the world, terrain of the world, and land and sea changes. These contents are the basic knowledge of learning geography, and also the basic knowledge to help students establish a correct world outlook and outlook on life. They contain the world outlook and methodology of dialectical materialism. It is not only the basic course of geographical knowledge, but also the foundation course of life development.
In the section of "Understanding the Earth", the textbook contains a scientific world outlook and methodology through the process of human understanding of the shape of the earth. The textbook introduces the earth in a more comprehensive way from the shape and size of the earth, the model of the earth - the globe, and the position of any point on the earth's surface. At the same time, students can experience that people can use different methods to make maps for different purposes, and can choose appropriate maps according to needs.
In the section of "Land and Sea Distribution of the World", the textbook first shows the land and sea distribution of the Earth to students through the pie chart of "Land and Sea Area Comparison of the World", the hemispheric map of the South and the North, etc., and transmits the characteristics of land and sea distribution of the world and its area comparison to students through intuitive graphics and specific data. While learning knowledge, students also experience a method of explaining problems. Through the combination of a series of intuitive and abstract pictures, as well as the drawing of Continent Outline Map, students have a very perceptual understanding of the area, name and order of continents and oceans.
In the section of "Terrain of the World", the textbook first briefly introduces the concepts of terrain, topographic map, altitude and relative height, and then compares five basic terrain types on land by using the concepts of altitude and relative height. On this basis, we should focus on training students' map reading ability. The study of contour line knowledge has paved the way for the study of topographic map and the subsequent study of isotherms, isoprecipitation lines and other knowledge. The interpretation of contour lines is a good warm-up for training students to improve from image thinking to abstract thinking.
In the section of "sea and land changes", the textbook explains the changes in surface morphology, continental drift and plate tectonic movement respectively, and illustrates that the surface morphology is in constant change through a large number of examples. When it comes to the formation of plate tectonic theory, continental drift is an excellent educational material of scientific methodology. The process of forming a complete theory from hypothesis to reasoning to practical verification is a scientific method implied in textbooks. Weigner's deeds are rare cases of emotional attitude and values education for students.
Chapter III Residents of the World
This chapter belongs to the content of human geography. It elaborates the world's population, race, language, religion, settlements and the protection of world cultural heritage from a macro perspective. The most basic content is world population, including population quantity, distribution and population issues. On this basis, we will talk about race, language, religion, settlement, etc., so that students can understand the basic situation of the world's population, explain the impact of population issues on the environment, social and economic development, correctly view the race, language and religion of the world, understand the relationship between settlements and the natural environment, and know how to respect history and cherish the cultural heritage left by our ancestors.
The content of this chapter will naturally permeate in the follow-up study, which is a highly summary of the content of human geography scattered in each chapter, and has a general effect on the follow-up study. Moreover, these contents are closely related to many things we know and hear around us. It is suggested that teachers should pay attention to connecting with reality and current events in the course of teaching, and explore the history and reality of these geographical knowledge through the learning method of tracing back to the source, so as to guide students to understand a diverse world, and cultivate students' correct world view, historical view, religious view, population view Environment and development view.
Climate is one of the important natural conditions for human survival. Its impact on human life and production is very significant, especially for agriculture, it is an inexhaustible natural resource.
Chapter IV World Climate
The teaching materials in this chapter mainly include four parts: weather and climate, temperature and precipitation, main factors affecting climate, and world climate types, which are not only self-contained, but also an important basic content for learning subsequent geographical knowledge in different regions. In introducing the climate process, this chapter uses a large number of landscape maps, schematics, charts, maps and other materials, and pays attention to the basic scientific principles derived from the life reality that students are familiar with, so that students can feel the scientific research process from phenomenon to essence.
Through the study of this chapter, students can master the concept of weather and climate, understand the weather map, know the measurement method of temperature and precipitation, read the curve chart of temperature and precipitation, understand the main precipitation types, understand the main factors affecting climate and the main climate types in the world, and can analyze the basic climate characteristics in combination with the knowledge learned.
Chapter V Difference of People to People Exhibition in the World
In the previous chapters, we have learned the basis of the world's natural and human conditions. This chapter introduces political and economic concepts such as world development differences, international cooperation, and international organizations, which will play a fundamental role in learning about the human geography of various continents and countries and regions in the future. The first section, "developing countries and developed countries", introduces the concept of "country", mainly describes the regional distribution characteristics and economic development differences between developing countries and developed countries, and briefly analyzes the causes of development differences; The second section, "International cooperation", introduces that the theme of today's world is peace and development, and tells the basis and importance of international cooperation; Section III "Important International Organizations" mainly introduces the emergence of international organizations and the purposes and functions of major international organizations. Through the teaching of this chapter, students can have a deeper and more complete understanding of the country and the world, so as to understand the essence of world development and change through phenomena, understand that cooperation and development are the direction of human social development, and lay the foundation for being a "Chinese in the world".
III. Teaching progress
Weekly Unit Teaching Content Class Hours
1-2-1 Let's Go into Geography 4
3-62 The Face of the Earth
eight
7-10III Residents of the World
eight
11-14 (IV) World Climate
eight
Chapter 5: Model Essay on World Geography Knowledge Points in Middle School
The modern history of China, modern history of China, modern history of the world, and modern history of the world are reviewed in units and chapters according to the curriculum standards and test points, so as to strengthen knowledge points, test points, consolidate the foundation, and cultivate basic skills. Here are 5 pieces of history teaching plan for Grade 9 Volume II of PEP for your reference.
History Teaching Plan for Grade 9 Volume II 1. Guiding ideology
Guided by the important thought of "-" and the Party spirit, we should conscientiously implement the Party's educational policy, strengthen quality education, promote the new curriculum reform, strive to cultivate students' ability in history and improve the quality of teaching. The teaching of history course focuses on cultivating students' analytical ability and a deeper understanding of the world. This semester, we mainly study world history. Teachers should be reasonable and emotional according to the age characteristics of students and the actual situation of students to achieve twice the result with half the effort.
2、 Basic Information This term, I teach the history class of Grade 9. In addition, it is a graduation class, so I can't relax any more. We need to win more valuable review time for students. If we tell the boring history knowledge vividly, students will be able to learn it well.
3、 Teaching objectives
Through the study of history in this semester, students will be trained to understand the world, expand their knowledge, and compare the differences between China and other countries to enhance patriotism.
4、 Textbook analysis
This textbook has 19 lessons in total, focusing on the content after modern history in combination with the requirements of the middle school entrance examination over the years. There are many contents and knowledge points in each lesson, which are easy to be confused, and there are many figures to remember. Teachers should teach students to understand, so as to achieve good teaching results. The second volume of World History taught this semester has two basic parts.
The period from 1917 to 1945 was from the October Revolution to the World Anti Fascist War.
① The victory of the October Revolution in Russia established the first socialist country in the world, marking the beginning of modern world history. In the 1920s and 1930s, the Soviet Union made great achievements in socialist construction, but there were also serious problems.
② The Van China system established after the "World War I" temporarily coordinated the contradictions among the great powers, but the 1929-1933 crisis once again intensified the contradictions in the capitalist world. The United States achieved economic recovery and social stability through Roosevelt's New Deal, and Germany and Japan established a fascist dictatorship, respectively becoming the birthplace of the Eurasian war.
③ German, Italian and Japanese fascists continued to invade and expand, while Britain, France and the United States pursued the policy of appeasement, which finally led to the full outbreak of World War II; People all over the world launched a heroic struggle against fascism and won the final victory. However, World War II brought great disasters to the people of the countries participating in the war, and at the same time, it also had a profound impact on the development of the post-war world.
2. Since the end of the "World War II" in September 1945, it is the transition period from the bipolar pattern to the multipolar pattern in the world.
During this period, the bipolar pattern was formed - evolved - disintegrated, and then transited to multipolarity. The world economy has developed rapidly and the trend of global economic integration has increased.
The third scientific and technological revolution since the 1940s and 1950s has greatly promoted the development of social productivity and the world economy. It also promotes the regional collectivization and globalization trend of the world economy. This has brought opportunities and challenges to the economic development of all countries.
Peace and development are still two major themes in today's world.
5、 Teaching measures:
1. Creatively explore new teaching approaches, improve teaching methods and means, organize rich and colorful teaching practice activities, and create a good history teaching environment.
2. Guide students to read textbooks, understand, analyze and answer questions, advocate students to participate in teaching, and actively explore inquiry learning methods.
Strengthen the guidance of students' learning methods, and cultivate students' learning ability through various classroom training.
3. Make history courseware to assist history teaching and improve students' interest in learning.
4. Change the concept of education and teaching, learn new teaching concepts, and carry out the history teaching activities of "independence, cooperation, and exploration".
5. Do a good job of reviewing the history of the senior high school entrance examination carefully to ensure that students get relatively ideal results.
6. Strengthen extracurricular guidance and evening self-study guidance, coordinate class development, so that each student can successfully graduate and enter higher education.
6、 Teaching schedule:
This teaching period lasts about 16 weeks and 32 class hours in total. The specific arrangement is as follows:
Stage I: new course teaching: including
Week 1-6, 12 class hours, teaching lessons 1-18 of Volume II of World History (including one evening self-study class)
The second stage: general review of the examination, including:
Week 7-8, 4 hours to review ancient Chinese history
Week 9-17, 6 classes to review modern Chinese history
Week 12-14, 4-hour review of world history
Week 15-16, 4 class hours comprehensive review and intensive training before the exam.
History Teaching Plan II for Grade 9 (Volume II) 1. Objectives and Requirements
1. Carry forward the excellent culture of China and all nations in the world, attach importance to the ideological and emotional education of students, and guide students to establish a correct world outlook, values and outlook on life.
2. Students are required to master basic historical knowledge, understand world historical events and historical figures, and gradually cultivate students' basic views of historical materialism, as well as the ability to observe and analyze problems with the basic views of historical materialism.
2、 Textbook analysis
The second volume of World History taught this semester consists of two parts.
The period from 1917 to 1945 was from the October Revolution to the World Anti Fascist War.
① The victory of the October Revolution in Russia established the first socialist country in the world, marking the beginning of modern world history. In the 1920s and 1930s, the Soviet Union made great achievements in socialist construction, but there were also serious problems.
② The Van China system established after the "World War I" temporarily coordinated the contradictions among the great powers, but the 1929-1933 crisis once again intensified the contradictions in the capitalist world. The United States achieved economic recovery and social stability through Roosevelt's New Deal, and Germany and Japan established a fascist dictatorship, respectively becoming the birthplace of the Eurasian war.
③ German, Italian and Japanese fascists continued to invade and expand, while Britain, France and the United States pursued the policy of appeasement, which finally led to the full outbreak of World War II; People all over the world launched a heroic struggle against fascism and won the final victory. However, World War II brought great disasters to the people of the countries participating in the war, and at the same time, it also had a profound impact on the development of the post-war world.
2. Since the end of the "World War II" in September 1945, it is the transition period from the bipolar pattern to the multipolar pattern in the world.
During this period, the bipolar pattern was formed - evolved - disintegrated, and then transited to multipolarity. The world economy has developed rapidly and the trend of global economic integration has increased.
The third scientific and technological revolution since the 1940s and 1950s has greatly promoted the development of social productivity and the world economy. It also promotes the regional collectivization and globalization trend of the world economy. This has brought opportunities and challenges to the economic development of all countries. Peace and development are still two major themes in today's world. The above content is the key content of this semester.
3、 Student situation analysis
The learning foundation of each class is unbalanced, and some students have poor foundation. Therefore, in this teaching session, we should try our best to help them build up their learning confidence so that they can graduate successfully.
4、 Teaching measures
1. Creatively explore new teaching approaches, improve teaching methods and means, organize rich and colorful teaching practice activities, and create a good teaching environment.
2. Guide students to read textbooks, understand, analyze and answer questions, advocate students to participate in teaching, and actively explore inquiry learning methods.
3. Strengthen guidance and coordinate class development so that each student can successfully graduate and enter higher education.
History Teaching Plan 31 of Volume II of Grade 9. Teaching material content:
This issue is the second semester of the ninth grade. The textbook is the second volume of World History, which covers the whole modern world history, from the victory of the October Revolution in 1917 to the end of the 20th century.
2、 Textbook analysis:
（1） Basic knowledge includes:
The October Socialist Revolution in Russia in 1917 began the modern history of the world. After the First World War, the imperialist countries held the Paris Peace Conference and the Washington Conference, forming the "Versailles Washington" system, which made the capitalist world relatively stable in the short term after the war, but the economic crisis of 1929-1933 severely hit the capitalist world. In order to get rid of the crisis, the United States implemented Roosevelt's New Deal; Italy, Japan and Germany were fascized successively. The crazy aggression of fascist countries and the appeasement policies of Britain, France and the United States led to the full outbreak of the Second World War. The Second World War ended with the victory of the world people's anti fascist war. After the Second World War, a series of countries in Europe and Asia embarked on the socialist road. During the post-war period, the national independence movement in Asia, Africa and Latin America developed rapidly, and the imperialist colonial system collapsed. After the war, with the support of the United States, the economy of capitalist countries recovered and developed. After the Second World War, the United States became the hegemon of the capitalist world and adopted the policy of "cold war" or even local war against socialist countries, forming a confrontation between capitalism and socialism. Striving for world peace and establishing a new international political and economic order have become major issues facing the contemporary world. In the 1940s and 1950s, atomic energy, electronic computers and space technology emerged, starting the third scientific and technological revolution. At the same time, literature and art developed rapidly: literature and art in Asia, Africa and Latin America, which reflected the awakening of oppressed nations and people, began to flourish; In the field of literature and art in the capitalist world, various schools have emerged, reflecting the complex face of society.
（2） Ideological education includes:
In the teaching of modern world history, attention should be paid to the following ideas, views and moral education for students in combination with the content of the textbook: patriotism and internationalism; Social development perspective; The spirit of reform; The idea that things are interrelated; Class view and historical view.
（3） The ability cultivation part includes:
Through the teaching of modern world history, students can develop the following abilities: on the basis of reading textbooks, summarize the contents of textbooks, and make an outline; Briefly record the main points of the teacher's lectures; Compile a chronology of historical events; In the world history map, find out the geographical location of major countries and fill in the locations of major countries, major cities and major campaigns described in the textbook; In class discussion and group discussion, explain your own opinions according to the historical facts provided by textbooks or extracurricular history books, and be able to express opinions on the speeches of other students; Summarize important historical events and deeds of historical figures, and make simple analysis and evaluation with the basic viewpoint of historical materialism; Compare similar historical events at home and abroad, find out the similarities and differences between them, and draw a simple conclusion; In connection with some major problems encountered in today's world and social life, use the world history knowledge learned to deepen understanding.
3、 Teaching objectives:
（1） Students are required to learn and master basic historical knowledge, that is, to understand the basic clues of the development of modern world history; Understand important historical events, historical figures and historical phenomena, and understand important historical concepts.
（2） . It requires students to receive preliminary education on dialectical materialism and historical materialism, especially on the laws of social development; Education in patriotism and internationalism; Carrying out moral sentiment education; Cultivate students with a sense of historical responsibility to devote themselves to the socialist modernization of the motherland and the cause of peace and progress of mankind.
（3） . It is required to teach students to preliminarily master the methods of memory, analysis, synthesis, comparison and generalization; Cultivate students' ability to learn and express history; Cultivate students' ability to observe and analyze problems with the basic viewpoints of historical materialism.
4、 Teaching focus and difficulty:
Russian October Socialist Revolution and Soviet Socialist Construction; International relations in the early post-war period, the establishment of the Versailles Washington system; The economic crisis of the capitalist world from 1929 to 1933 and the fascization of Germany, Italy and Japan; The beginning of the world people's struggle against fascism; the Second World War; The development of socialist forces; American hegemonic policy; Economic recovery and development in Europe and Japan; The rise of the third world; New changes in the world situation; Modern science and technology, literature and art.
5、 Analysis of learning situation:
The ninth grade students have already had some learning experience in learning history courses and can basically master the learning methods of basic knowledge. Therefore, it is important to further cultivate students' understanding, analysis and comprehensive ability, and guide students to establish a correct outlook on life, world outlook and values. This semester also has a junior high school graduation exam. How to help students review and consolidate to achieve good results is also the focus of this semester.
6、 Measures to improve teaching quality:
（1） Classroom teaching must fully complete the three tasks of history teaching according to the requirements of the curriculum standard. On the basis of imparting knowledge, ideological education and ability training should be carried out, and the teaching content should highlight the key points; The supplementary content should be suitable for the age characteristics of students, and should be appropriate, without increasing the burden on students.
（2） . The teaching methods should be flexible and diversified, and teaching skills and art should be emphasized, so as to inspire students to think actively and mobilize their enthusiasm for learning.
（3） Attention should be paid to the vertical connection of historical development, as well as the horizontal connection between the political, economic and cultural contents of the same historical period, between Chinese and foreign history, and between the history discipline and other disciplines, in order to cultivate students' ability.
（4） It is necessary to make full use of historical maps, drawings and charts, and actively create conditions and use a variety of modern teaching methods to enhance the intuition of teaching and stimulate students' interest in learning.
（5） In order to consolidate the teaching effect, we must adopt a variety of ways to review and assess. Review should grasp the clues, highlight the key points, clarify the concept, and activate the thinking; The assessment should focus on ideology, basic knowledge and basic ability.
（6） Classroom teaching should be combined with extracurricular education in order to broaden students' horizons and better complete the task of history teaching. Extracurricular education includes reading popular historical books and visiting, visiting and investigating.
7、 Teaching schedule:
Week 1: Russian October Revolution and Soviet Socialist Construction
Week 2: The establishment of Versailles Washington system, the capitalist world economic crisis and Roosevelt's New Deal
Week 3: Fascism in Germany, Italy and Japan, the outbreak and expansion of the war, the turning point and victory of the world anti fascist war
Week 4: Review of the debate and module on "Can mankind effectively avoid the outbreak of world war"
Week 5: The US economy, the European Union and Japan became world economic powers after the Second World War
Week 6: Reform of the Soviet Union and the socialist countries in Eastern Europe, the upheaval in Eastern Europe and the disintegration of the Soviet Union
Week 7: Unit Review, Independence and Revitalization of Asian Countries
Week 8: African independence movement and Latin American countries' struggle to safeguard national rights and interests, conflicts and contradictions in the Middle East
Week 9: Unit Review, the "Cold War" between the United States and the Soviet Union, the multipolar trend of the world political pattern, and the globalization trend of the world economy
Week 10: Unit review, the third scientific and technological revolution, modern literature, art and sports, history learning experience exchange
Week 11-16: Review for the senior high school entrance examination and the history examination standard for the graduation academic level examination
Week 17 to 18: Simulated Senior High School Entrance Exam Graduation Exam
History Teaching Plan for Grade 9 Volume II 41. Guiding Ideology
In order to actively prepare for the 20-year middle school entrance examination, make history review follow rules, improve the quality of teaching, and make students' scores in the middle school entrance examination go to a new level, the review plan is hereby formulated.
2、 Student situation analysis
From the perspective of problem solving, students are still weak in basic knowledge of textbooks, and there is still a certain gap between the comprehensive quality of history and the requirements of the high school entrance examination. In particular, students' reading analysis, flexible use of knowledge, and writing ability need to be further improved. In addition, students don't spend much time studying history. Some students are unwilling to do subjective questions and hand in blank papers.
3、 Test preparation plan
Teaching progress
1. From February 20 to late April, the first round of review will be completed;
2. Complete the second round of review before the end of May 20 --;
3. Complete the third round of general review before the 20-year entrance examination.
4、 Review plan and measures
The first stage: systematic review and solid foundation. There are a lot of history review contents, and there are six books in total, but the class hours are small. Although the Instructions for the High School Entrance Examination stipulates the exam contents, the history knowledge is interrelated, so we must make rational use of time, review comprehensively and emphatically, so as to lay a solid foundation for students. Only in this way can we cope with the changes and calmly face the high school entrance examination. In order to better improve the review effect, we design a scientific and reasonable teaching plan for students under the premise of taking textbooks as the main part, including knowledge structure and exercises. The knowledge structure enables students to have a concise understanding of the content of this lesson. The exercises involve all question types and highlight key knowledge. Consolidate the knowledge reviewed to improve students' ability. In combination with the New Curriculum Standard for History of Junior High School, we will review comprehensively and lay a good foundation based on textbooks.
The second stage: question type training, getting familiar with problem solving skills, and focusing on the improvement of exam oriented ability. Once you have mastered the basic knowledge, your ability will be improved, and your ability to take exams and answer questions will also be improved. In particular, examination skills. Through teaching in recent years, we believe that students should pay attention to the following aspects:
(1) Examining the questions, you must carefully examine the questions in the daily practice and examination process. You must understand what the questions ask, and then answer according to the requirements of the questions. You must not answer them at a glance.
(2) We must be familiar with the content of the textbook. Our requirement for students is that they should try not to read books when doing multiple-choice questions, and must read books when doing material questions and question and answer questions.
(3) Pay attention to the reasonable arrangement of examination time. It takes 4 weeks. During review, special attention should be paid to the improvement of students' ability to solve problems. There are multiple choice questions, material questions and question and answer questions in the history subject of the senior high school entrance examination. Among them, multiple choice questions cover a wide range, which can comprehensively examine students' reading ability, memory ability, thinking ability and ideological quality at almost all levels, accounting for a significant percentage of points (40% of the volume). From the examination questions over the years, the difficulty value of multiple choice questions is low, and the test is based on relatively basic knowledge. Therefore, multiple choice questions strive to prevent students from losing points. When solving problems, students are required to grasp the "stem" and key words. After clarifying the meaning of the problem, they can use correct methods to solve the problem, such as direct selection, exclusion, and analysis. Similarly, students also give guidance on methods when doing material questions and question and answer questions.
The third stage: focus on hot spots and review small topics. It takes 4 weeks. After the comprehensive review of the first two stages, the knowledge mastered by students is more solid, but the knowledge is relatively fragmented and isolated. In order to learn and use knowledge flexibly, it is also necessary to review some small topics, such as Chinese ancient political, economic and cultural history topics, in combination with textbooks, break the system, compare and contrast, connect vertically and horizontally, and combine points and areas; New China's diplomatic history, three scientific and technological revolutions and other small topics. At the same time, history serves the reality, and learning history is ultimately to solve the real world problems. In the past years, the history examination questions have all involved hot issues of current politics. During the review process, students are required to collect data, such as anniversary events and hot issues of current politics. Guide students to connect hot issues with historical issues, and learn to use textbook knowledge to solve hot issues. The rest of the time, students will review and do some selective and targeted simulation questions to improve students' ability to take the exam.
5、 Precautions in history review
1. Strengthen the strength and breadth of review, so that students are more familiar with the textbook, and ensure that the basic aspects lose less points.
In the first round, we reviewed comprehensively, refined knowledge points and laid a good foundation. That is to say, we should pay attention to the requirements of the curriculum standards when giving lectures. We should have clear clues, prominent key points, strict logic, clear concepts of time and space, refined language, and supplemented by structured blackboard writing. We should strengthen training through reading, writing, and memorizing, and learn basic knowledge chapter by chapter. In the second round, comparison, vertical and horizontal connection, and identification of differences and similarities. Through systematic review, students' knowledge is more solid, but knowledge is fragmented, chaotic, and isolated. This review requires bilateral interaction between teachers and students to further systematize knowledge, recombine textbooks, classify knowledge, and understand by analogy, Form a network, connect the politics, economy, culture, foreign relations and other aspects of the same period, summarize and seek the similarities and differences of historical events, and strengthen students' grasp of knowledge.
2. In the second semester of the ninth grade, students should try their best to find some good materials to help students consolidate their knowledge, create more questions related to life situations, improve students' interest in learning, consolidate knowledge points, promote the transformation of knowledge into ability, take history as a mirror, comment on the past and present, and improve their ability.
3. Increase the number of examinations, grasp the time and speed of problem solving, and train students' ability to take examinations.
We should guide students to adhere to the curriculum standards, lay a solid foundation, take textbooks as the foundation, and comprehensively and systematically achieve five looks and three focuses, namely, look at hints, text, illustrations, data, chronology of major events, grasp clues, catch the net, and focus on key points.
4. Research the test questions and improve the answering skills. Now the history test paper has kept pace with the times. The expression of humanistic language, the combination of current and political hot spots, and the combination of pictures and texts make history no longer just an "antique".
So we designed similar exercises to train students to read questions happily, think calmly and answer calmly. When answering, try to be concise, pertinent and vivid, rather than being sloppy, let alone answering irrelevant questions. At the same time, develop the habit of students' standardized answers.
5. Seize the opportunity to obtain the information of the senior high school entrance examination through multiple channels through participating in teaching and research activities, surfing the Internet and communicating with peers
History teaching plan for the second volume of ninth grade 5 This semester, I undertook the history teaching task of the ninth grade (1) and (3) classes. My goal is only one, that is to consolidate the foundation, cultivate students' ability, strive for a steady rise in the middle school entrance exam, and fight well in the middle school entrance exam. In order to better meet the high school entrance examination, I hereby make the following work plan for this semester:
1、 Guiding ideology:
Focusing on improving the teaching quality of history, we should adhere to educational innovation. Actively participate in curriculum reform, explore new classroom teaching models, and comprehensively implement quality education. Focus on the development of students.
2、 Teaching objectives:
Guided by the overall work plan of our school, we will comprehensively promote the new curriculum reform, form an advanced curriculum structure and innovative education and teaching concepts, focus on creating efficient classrooms, focus on the development of students, pay attention to carrying forward the excellent culture of China and all nationalities in the world, attach importance to the ideological and emotional education of students, and cultivate a correct world outlook, values and outlook on life. Attention should be paid to guiding students to carry out independent learning, inquiry learning, and paying attention to cultivating students' ability to take exams in the middle school entrance examination. We will strive to achieve a pass rate of more than 65% and an excellent rate of more than 40% in history.
3、 Analysis of learning situation:
From the analysis of the teaching situation of the two classes I taught last semester, (1) there were more excellent students in the class, but also more backward students, that is to say, the student performance was seriously polarized. Most of the students have active ideas, but the students with learning difficulties have serious weariness, and their basic knowledge is not solid enough; (3) The class as a whole is boring. Only a few students with excellent grades are willing to think with their heads. Other students have serious waiting thoughts when encountering problems, and it is difficult to solve problems by themselves; But (3) the overall quality of the class is OK, but the excellent rate is not high. At present, the overall atmosphere of the middle school entrance examination in these two classes is not strong, and there is no sense of tension and urgency to learn.
In view of the above situation, I will conduct ideological training and education for students this semester, recognize the importance of the high school entrance examination and the sense of urgency, so that students can enter the state as soon as possible, and develop good learning habits as soon as possible. In teaching, emphasis should be placed on the consolidation of basic knowledge, and more attention should be paid to the emphasis on basic knowledge, repeated memory and training. On the basis of this, some students should be trained to improve themselves.
4、 Review plan:
（1） Review requirements:
1. Carefully study the "New History Curriculum Standard" and "Examination Instructions" to grasp the direction of the history of the high school entrance examination.
The New History Curriculum Standard and the Examination Instruction are the basis and criterion for history teaching and examination proposition, and are the main reference materials for review. Define the scope, content and requirements of the examination, and implement the knowledge points one by one, one by one.
2. Carefully study the teaching materials and implement basic knowledge and subject knowledge.
A considerable number of questions in the exam papers of the senior high school entrance examination come from textbooks. Even comprehensive questions are also the processing, combination and expansion of basic knowledge. Only by speaking, learning and using textbooks well, giving play to the advantages of textbooks and tapping the potential of textbooks, can we achieve good results in the senior high school entrance examination. The basic knowledge and subject knowledge of history discipline are the most basic historical knowledge, which includes important historical figures, historical events, historical phenomena, historical concepts and historical development clues. Basic and backbone knowledge is the carrier, the basis for analyzing problems, the support for understanding and thinking problems, and the tool for solving problems. In order to more effectively remember and master basic and main knowledge, teachers should teach students to build knowledge networks and clues, teach students to read textbooks comprehensively and systematically, skillfully use the catalog and timeline provided in textbooks, and teach students to be good at summarizing horizontal and vertical links and comparisons between knowledge.
（2） Specific work:
(1) . Lesson preparation:
The review lesson for Grade 9 is divided into four steps: the first step is to clarify the characteristics of the unit stage or the project, and students can sort out the basic knowledge independently. The second step consists of discussion questions. For the key points of the unit and the test questions of the high school entrance examination in recent years, the teacher designs the questions with certain depth and difficulty. Difficult points, especially hot spots and predicted test points, shall be analyzed and solved by the teacher. Step 3: consolidation exercise. Students complete the test questions of this unit, and teachers make targeted comments to consolidate the role of knowledge of this unit. In this way, through the above links, "combing", "exploring" and "training" are completed. The fourth step is reflection after class. The main purpose is to allow students to communicate with each other, find and fill gaps, and make common progress.
(2) Class:
Class with high quality and efficiency, implement students' dominant position in class, and pay attention to students' thinking development. With the gradual change of the idea of proposition and the continuous improvement of the reform of the senior high school entrance examination, higher requirements have been put forward for the ninth grade teachers, especially in the review class; Transition from "actor" to "director", give full play to the role of teacher's "guidance", and reflect the main role of students. In teaching, we should teach students the method of active learning. We should "teach them how to catch fish". Key and difficult problems should be explained thoroughly. A large amount of remaining time should be returned to students to improve their autonomy, stimulate their interest in learning history, improve the efficiency of self-study to the limit, and achieve good results in the middle school entrance examination.
(3) Exercises and test paper training:
The assignment should be scientific, reflecting the hierarchy, representativeness, typicality and pertinence, and trying to draw inferences from other cases. Second, select exercises and test papers. The strengthening training mainly embodies the following principles:
① Principle of appropriateness. Facts have proved that the more exercises students do, the better, but they do a certain amount of exercises. The review in the ninth grade stage has a tight time and heavy task, and students' learning time is very limited. In order to improve learning efficiency in a short time, we should adhere to the principle of moderation in the selection of topics. It is necessary to select exercises so that students can obtain learning benefits.
② The principle of integrity. The review phase of this semester is divided into two rounds. The first round of review is based on the new evaluation of the history of the high school entrance examination, which organizes the knowledge in chapter order to guide students to complete the basic knowledge of each unit; In the second round of review, special historical training and comprehensive test were conducted. The topic selection should highlight the hot spots and link with reality to achieve the purpose of comprehensive training and improving ability.
③ Adaptability principle. Pay attention to students' grasp of subject knowledge and their ability, attitude and values in the process of knowledge transfer, problem thinking and solution. Pay attention to the improvement of comprehensive quality and the formation of ability.
④ Gradient principle. Students in the same grade or class have differences in learning methods, knowledge levels and other aspects. Therefore, in the process of selecting topics, we should adhere to the gradient principle. Ensure that students at different levels have different task requirements, encourage top students to eat well, pay attention to middle students to eat well, give consideration to students with learning difficulties to make them digest, and fully implement the principle of hierarchical teaching.
(4) Research typical test questions and comments, and grasp the direction of proposition.
Research on test questions is an important way to explore correct ideas and methods for solving problems and improve the ability to solve problems. It is necessary to clarify the proposition trend of the history of the high school entrance examination, pay attention to the weak links of students in the examination paper evaluation, find out the crux of the problem, find out the missing and fill in the gaps. Guide students to pay attention to the intention of the proposition, understand the method of problem solving, and find out the law of problem solving.
(5) Strengthen the guidance of students' problem-solving methods, master the skills of answering questions, and standardize the language of answering questions.
Carry out intensive training of problem-solving methods to improve students' ability to examine, conceive, organize materials and solve problems. Through self-evaluation, students can understand the types of test questions and master the methods, ideas and skills of solving problems. In practice and examination, attention should be paid to the ideas and methods of examining, solving and answering questions. In the process of examining questions, it is necessary to examine the type and requirements of questions, examine key words, examine the space and time range, and then determine the solution ideas and methods. When organizing the answers, it is also necessary to pay attention to the standardization of text expression, and use standardized historical language to answer questions.
(6) Pay attention to major commemorations, social hot spots and current affairs.
We should attach importance to the combination of history and reality, the epochal nature of history, and the historical reference function of history. Grasp the pulse of the times, pay attention to major commemorative activities of the country and the world, pay attention to social hot issues and current political issues, apply what you have learned, be able to connect what you have learned, summarize, analyze, compare, and express your own views and feelings.
(7) Strengthen the guidance for students with learning difficulties: strengthen the awareness of serving students, so that students with learning difficulties can learn easily. Give more attention to students with learning difficulties in class. When designing exercises, pay attention to levels and gradients to stimulate their interest in learning.
"The road is long, and I will go up and down to seek". A share of spring, a share of autumn fruits, on the road of teaching and educating people, I pay sweat and tears, but I harvest a share of full, heavy feelings. I will use my heart to teach my students, and I will use my feelings to cultivate my students, who are worthy of my heart and have no regrets about my career. Let me turn my lifelong commitment to education into a fire of love for students, and dedicate my most precious love to children. I believe that today's budding buds will certainly blossom tomorrow.
5、 Teaching schedule
1. In 1-5 weeks, complete the teaching of the second volume of the ninth grade new lesson.
2. Review the basic knowledge of history in Grade 7, 8 and 9 in 6-9 weeks in combination with the new evaluation system of history in the middle school entrance examination.
3. Special review of history will be conducted in 10-12 weeks.
Chapter 6: Model Essay on World Geography Knowledge Points in Middle School
In this way, the question of rewriting the history of Chinese philosophy turns into the following question: how to realize the "substantial change in the overall writing ideas" of the history of Chinese philosophy? Needless to say, the "overall thinking" here involves philosophy. In other words, for anyone who is interested in rewriting the history of Chinese philosophy, if he has not yet established a new philosophy, then "rewriting" is just a rhetoric slogan. In short, without a new philosophy, there can be no new history of Chinese philosophy. However, any researcher who wants to establish a new philosophy must have a profound understanding of the drawbacks of traditional philosophy. In fact, if we don't know which philosophy is old, how can we know that others are new? As we all know, philosophy as a discipline is unique, but philosophy is diverse. Therefore, we can not say: "Zhang San has Zhang San's philosophy, Li Si has Li Si's philosophy", but can only say: "Zhang San has Zhang San's philosophy, Li Si has Li Si's philosophy". Since the philosophy is diversified, the history of Chinese philosophy written from different philosophy will show different features in the overall thinking.
Of course, all the effective "rewriting" of the history of Chinese philosophy contains a premise, that is, critical reflection on the philosophy contained in the traditional works of the history of Chinese philosophy. In fact, without such a premise, "rewriting" is simply impossible. So, in the traditional philosophy, which philosophy still has a significant impact today? We believe that there are mainly three kinds of philosophical views: first, to understand philosophy as the struggle between materialism and idealism; The second is to understand philosophy as the generalization and summary of natural knowledge, social knowledge and thinking knowledge; The third is to understand philosophy as knowledge about world outlook. Next, we will criticize these three traditional and far-reaching philosophies one by one.
Is philosophy the struggle between materialism and idealism?
To understand philosophy as the struggle between materialism and idealism, to understand the history of philosophy as the struggle between materialism and idealism, and to simply equate materialism with progress, idealism with reaction, constitute a simple but influential philosophy. Many scholars who study the history of Chinese philosophy are deeply influenced by this philosophy. For example, in his Brief History of Chinese Materialist Thought (1957), Mr. Zhang Dainian wrote: "The history of Chinese philosophy, like the philosophy of other countries, is the history of the emergence and development of materialism, that is, the history of the struggle between materialism and idealism." ① In this way of expression, the struggle between materialism and idealism has almost become a synonym for philosophy.
In fact, the classical writers of Marxism never took materialism and idealism as the simple opposition between positive value and negative value. In Criticism of Hegel's Philosophy of Law (1843), Marx accused that materialism, which sets aside social history and talks about the concept of abstract matter, is "abstract materialism", which is actually the same thing as "abstract spiritualism", which also sets aside social history and talks about the role of mind: "abstract spiritualism is abstract materialism; Abstract materialism is abstract materialism of matter. "② In the Holy Family (1844), Marx further deepened his criticism of "abstract materialism". When criticizing Hobbes for replacing the abstract sensibility of geometers with the sensibility in daily life, he angrily wrote: "Materialism has become hostile to people." ③ In the Outline of Feuerbach (1845), When criticizing the passivity of the old materialism, Marx pointed out: "Contrary to materialism, the dynamic aspect has been abstractly developed by idealism, of course, idealism does not know the real, perceptual activities themselves." ④ These discussions show that Marx did not regard all forms of materialism as positive values and oppose idealism. In fact, among all forms of materialism, what he affirmed was only "practical materialism", and he made unremitting criticism on the abstraction, the common feature of other forms, and also made a high evaluation on the initiative of idealism. As we all know, Lenin also wrote in his Notes on Philosophy (1895-1911) that "intelligent idealism is closer to intelligent materialism than stupid materialism." ⑤ This important statement actually dispels the exaggerated, simplified and absolute opposition between materialism and idealism
From the above discussion, it can be seen that the abstract opposition between materialism and idealism, as the core content of philosophical research, not only simplifies philosophical research, but also abstractly opposes the two different views of materialism and idealism. The richness of the study of philosophy and the history of philosophy shows that this black and white, labeled approach is meaningless. For example, as for whether Laozi's theory is materialism or idealism, Mr. Ren Jiyu has two different opinions in his works on the history of philosophy. But what's the point of merely being satisfied with labeling philosophers in history? In fact, if such a simple idea is introduced into the field of the history of Chinese philosophy, the study of the history of Chinese philosophy will inevitably go into a dead end. History and practice have proved this point. Is philosophy the generalization and summary of natural knowledge, social knowledge and thinking knowledge?
Understanding philosophy as the generalization and summary of natural knowledge, social knowledge and thinking knowledge is also a widely influential philosophy, which is still recognized by many researchers. The Principles of Dialectical Materialism edited by Xiao Qian and others advocates that "philosophy is the generalization and summary of natural knowledge, social knowledge and thinking (cognition) knowledge.". The History of Chinese Philosophy edited by Xiao Youfu and other editors also affirmed: "This philosophical understanding comes from the generalization, summary and reflection of various specific scientific knowledge in human historical practice at different stages of development." ② There is no doubt that this philosophy also restricts people's views on the history of Chinese philosophy. However, this philosophy has at least the following three defects:
First, the term "natural knowledge, social knowledge and thinking knowledge" cannot cover all the knowledge with which philosophy deals. For example, mathematical knowledge does not belong to natural knowledge, social knowledge, nor to the scope of thinking knowledge; Similarly, the knowledge of linguistics, rhetoric, phonology, etc. is neither subordinate to natural knowledge, social knowledge, nor to thinking knowledge. Moreover, the expression of "knowledge" is not strict. For example, religion is related to belief. Of course, we can't say that belief is also a kind of knowledge. I remember Kant once said in the preface of the second edition of Critique of Pure Reason (1781): "I must sublate knowledge and open up territory for belief." ③ It is very clear to separate belief from knowledge. Therefore, the term "natural knowledge, social knowledge and thinking knowledge" is not only incomplete, but also not strict.
Second, as far as the term "generalization" is concerned, it refers to the inductive method in formal logic. For example, in the process of dealing with nature, we found that metal A is conductive, metal B is also conductive, and metal C is also conductive. Therefore, we "generalize" the following conclusion: all metals can conduct electricity. However, does the truth obtained by induction have universal inevitability? The answer is clearly no. The "anti induction" advocated by contemporary scientific philosopher Popper points out the limitations of this inductive method characterized by "generalization". In his view, even if people found that 100000 swans were white, they could not legally "generalize" the following conclusion: All swans are white. Because saying "all swans are white" means that the speaker must guarantee that all swans that have not been born in the future must also be white. In fact, no one can guarantee this universal inevitability in the experience life. The proposition "all metals can conduct electricity" mentioned above also lacks universal inevitability, because unless you can guarantee that all metals that may be found in the future can also conduct electricity, you have no right to make a categorical judgment of the full name "all metals can conduct electricity", but at most you can only say: "All metals found so far can conduct electricity." The problem is also that expressions like "generalization" limit the logical methods that philosophy can adopt, as if philosophy only recognizes inductive methods and does not consider deductive methods at all. In fact, deductive method also plays a very important role in philosophical research. If induction can only lead to accidental truth, that is, truth lacking universal inevitability, then deductive method implies the recognition of inevitable truth, that is, truth with universal inevitability. For example, if we accept such a big premise: "All people will die"; Also accepted such a small premise: "XXX is a person"; It will certainly lead to an inevitable conclusion: "XXX will die." No matter who "XXX" is, its conclusion has universal inevitability. It can be seen that the philosophy that only recognizes the function of "generalization" is not complete in logic.
Third, as far as the term "summary" is concerned, it is only a review of the facts and concepts that have occurred in the past. This naturally reminds us of Hegel's philosophy: "Philosophy, as a thought about the world, will not appear until the reality has finished its formation process and completed itself... Minafar's owl will not take off until dusk." ④ According to this philosophy, philosophy can only face and "summarize" the past, and cannot face and predict the future.
In other words, philosophy can only be an owl that takes off at dusk, but it cannot be a rooster that crows in the morning and faces the day. However, we know that what Marx emphasized in the Introduction to the Criticism of Hegel's Philosophy of Law (1844) is the expected function of philosophy: "Once all the internal conditions are mature, the resurrection day of Germany will be announced by the high voice of the Gallic cock." ① Obviously, only affirming the "summary" function of philosophy will inevitably ignore its "expected" function. In short, it is obviously problematic to understand philosophy as the generalization and summary of natural knowledge, social knowledge and thinking knowledge. If such a philosophical view is introduced into the study of the history of Chinese philosophy, all philosophical propositions can only struggle in the framework of accidental truth. Is philosophy a knowledge of world outlook?
Understanding philosophy as knowledge about world outlook is also a traditional and far-reaching philosophy. What is the world view? The Principle of Dialectical Materialism edited by Xiao Qian and others believes that "the so-called worldview (also known as the worldview) is people's fundamental view of the whole world, the whole universe, including nature, social history and human thought." ② As long as we carefully examine it, we will find that this philosophy also has essential defects:
First, the concept of "world" used here is problematic. On the one hand, it separates and opposes the human being as an acquaintance from the "world" as an object of cognition. In fact, Heidegger has long told us that "Dasein", as the existence of human beings, is "inner Weltsein". Four German words are connected by ligatures, which is intended to show that human beings and the world are inseparable. The world is made up of human survival activities. In other words, the development of human survival activities is the world. On the other hand, it is also problematic to understand the world as the sum of "nature, social history and human thought". Because what is reflected here is only the view that time comes first, that is to say, nature first exists, then social history, and finally human thought. What is ignored is the view of logic first. According to this point of view, it is precisely human thought and social history that have a logical priority, and nature can only be reasonably explained on the basis of such a logical priority. For example, in the study of Laozi, some scholars believe that Laozi's major contribution is to reveal dialectics in nature and social history. Such an opinion contains a fundamental misunderstanding of Laozi's thought. In fact, the essence of Laozi's thought is political philosophy, and its logical starting point is how to govern a country well. If he talks about some dialectical phenomena in nature, his purpose is only to clarify his own governance in a more vivid way, that is, the view of political philosophy. Therefore, we must rethink the basic concept of "world" in philosophical research.
Secondly, the concept of "world outlook" used here is also problematic. On the one hand, according to Kant, "the world" is a transcendental thing in itself, and the thing in itself is unknowable. When people use the intellectual category to try to understand the "world" as the thing in itself, they will fall into the antinomy. In Wittgenstein's view, the overall meaning of the world must be outside the world, so people cannot grasp: "644 The mystery is not what the world is like, but what the world is like." ③ Since the overall world is unrecognizable, how did people form their "worldview"? Where is their reliability? On the other hand, Heidegger believes that the concept of "worldview" appeared at the end of the 18th century, although its meaning has changed, "However, the word 'worldview' still maintains itself as the name indicating the status of human beings among the beings. This situation gives a proof that once human beings have taken their lives as subjects to the priority of the relationship center, how the world has become a decisive image" ④. In Heidegger's view, the term "world outlook" is just a sign of the formation of modern subject metaphysics. People should not talk about it in a value neutral way, but should also reflect and criticize it profoundly. Heinz also pointed out that "although the worldview needs and utilizes the erudite knowledge of philosophy, it does not need any kind of philosophy, because as a worldview, it has accepted some unique interpretation and configuration of the existence." ⑤ This makes it illegal to use the concept of "worldview" uncritically in philosophy.
Finally, the term "learning" also implies a tendency, that is, the separation of philosophy and practical activities, as if it is just a view of the world, a point of view, and does not highlight the fundamental requirement contained in philosophy - "unity of knowledge and practice".
Chapter 7: Model Essay on World Geography Knowledge Points in Middle School
In this way, the question of rewriting the history of Chinese philosophy turns into the following question: how to realize the "substantial change in the overall writing ideas" of the history of Chinese philosophy? Needless to say, the "overall thinking" here involves philosophy. In other words, for anyone who is interested in rewriting the history of Chinese philosophy, if he has not yet established a new philosophy, then "rewriting" is just a rhetoric slogan. In short, without a new philosophy, there can be no new history of Chinese philosophy. However, any researcher who wants to establish a new philosophy must have a profound understanding of the drawbacks of traditional philosophy. In fact, if we don't know which philosophy is old, how can we know that others are new? As we all know, philosophy as a discipline is unique, but philosophy is diverse. Therefore, we can not say: "Zhang San has Zhang San's philosophy, Li Si has Li Si's philosophy", but can only say: "Zhang San has Zhang San's philosophy, Li Si has Li Si's philosophy". Since the philosophy is diversified, the history of Chinese philosophy written from different philosophy will show different features in the overall thinking.
Of course, all the effective "rewriting" of the history of Chinese philosophy contains a premise, that is, critical reflection on the philosophy contained in the traditional works of the history of Chinese philosophy. In fact, without such a premise, "rewriting" is simply impossible. So, in the traditional philosophy, which philosophy still has a significant impact today? We believe that there are mainly three kinds of philosophical views: first, to understand philosophy as the struggle between materialism and idealism; The second is to understand philosophy as the generalization and summary of natural knowledge, social knowledge and thinking knowledge; The third is to understand philosophy as knowledge about world outlook. Next, we will criticize these three traditional and far-reaching philosophies one by one.
Is philosophy the struggle between materialism and idealism?
To understand philosophy as the struggle between materialism and idealism, to understand the history of philosophy as the struggle between materialism and idealism, and to simply equate materialism with progress, idealism with reaction, constitute a simple but influential philosophy. Many scholars who study the history of Chinese philosophy are deeply influenced by this philosophy. For example, in his Brief History of Chinese Materialist Thought (1957), Mr. Zhang Dainian wrote: "The history of Chinese philosophy, like the philosophy of other countries, is the history of the emergence and development of materialism, that is, the history of the struggle between materialism and idealism." ① In this way of expression, the struggle between materialism and idealism has almost become a synonym for philosophy.
In fact, the classical writers of Marxism never took materialism and idealism as the simple opposition between positive value and negative value. In Criticism of Hegel's Philosophy of Law (1843), Marx accused that materialism, which sets aside social history and talks about the concept of abstract matter, is "abstract materialism", which is actually the same thing as "abstract spiritualism", which also sets aside social history and talks about the role of mind: "abstract spiritualism is abstract materialism; Abstract materialism is abstract materialism of matter. "② In the Holy Family (1844), Marx further deepened his criticism of "abstract materialism". When criticizing Hobbes for replacing the abstract sensibility of geometers with the sensibility in daily life, he angrily wrote: "Materialism has become hostile to people." ③ In the Outline of Feuerbach (1845), When criticizing the passivity of the old materialism, Marx pointed out: "Contrary to materialism, the dynamic aspect has been abstractly developed by idealism, of course, idealism does not know the real, perceptual activities themselves." ④ These discussions show that Marx did not regard all forms of materialism as positive values and oppose idealism. In fact, among all forms of materialism, what he affirmed was only "practical materialism", and he made unremitting criticism on the abstraction, the common feature of other forms, and also made a high evaluation on the initiative of idealism. As we all know, Lenin also wrote in his Notes on Philosophy (1895-1911) that "intelligent idealism is closer to intelligent materialism than stupid materialism." ⑤ This important statement actually dispels the exaggerated, simplified and absolute opposition between materialism and idealism
From the above discussion, it can be seen that the abstract opposition between materialism and idealism, as the core content of philosophical research, not only simplifies philosophical research, but also abstractly opposes the two different views of materialism and idealism. The richness of the study of philosophy and the history of philosophy shows that this black and white, labeled approach is meaningless. For example, as for whether Laozi's theory is materialism or idealism, Mr. Ren Jiyu has two different opinions in his works on the history of philosophy. But what's the point of merely being satisfied with labeling philosophers in history? In fact, if such a simple idea is introduced into the field of the history of Chinese philosophy, the study of the history of Chinese philosophy will inevitably go into a dead end. History and practice have proved this point.
Is philosophy the generalization and summary of natural knowledge, social knowledge and thinking knowledge?
Understanding philosophy as the generalization and summary of natural knowledge, social knowledge and thinking knowledge is also a widely influential philosophy, which is still recognized by many researchers. The Principles of Dialectical Materialism edited by Xiao Qian and others advocates that "philosophy is the generalization and summary of natural knowledge, social knowledge and thinking (cognition) knowledge.". Xiao? The History of Chinese Philosophy edited by my father and others also affirmed: "This philosophical understanding comes from the generalization, summary and reflection of various specific scientific knowledge in human historical practice at different stages of development." ② There is no doubt that this philosophy also restricts people's views on the history of Chinese philosophy. However, this philosophy has at least the following three defects:
First, the term "natural knowledge, social knowledge and thinking knowledge" cannot cover all the knowledge with which philosophy deals. For example, mathematical knowledge does not belong to natural knowledge, social knowledge, nor to the scope of thinking knowledge; Similarly, the knowledge of linguistics, rhetoric, phonology, etc. is neither subordinate to natural knowledge, social knowledge, nor to thinking knowledge. Moreover, the expression of "knowledge" is not strict. For example, religion is related to belief. Of course, we can't say that belief is also a kind of knowledge. I remember Kant once said in the preface of the second edition of Critique of Pure Reason (1781): "I must sublate knowledge and open up territory for belief." ③ It is very clear to separate belief from knowledge. Therefore, the term "natural knowledge, social knowledge and thinking knowledge" is not only incomplete, but also not strict.
Second, as far as the term "generalization" is concerned, it refers to the inductive method in formal logic. For example, in the process of dealing with nature, we found that metal a is conductive, metal b is also conductive, and metal c is also conductive. Therefore, we "generalize" the following conclusion: all metals can conduct electricity. However, does the truth obtained by induction have universal inevitability? The answer is clearly no. The "anti induction" advocated by contemporary scientific philosopher Popper points out the limitations of this inductive method characterized by "generalization". In his view, even if people found that 100000 swans were white, they could not legally "generalize" the following conclusion: All swans are white. Because saying "all swans are white" means that the speaker must guarantee that all swans that have not been born in the future must also be white. In fact, no one can guarantee this universal inevitability in the experience life. The proposition "all metals can conduct electricity" mentioned above also lacks universal inevitability, because unless you can guarantee that all metals that may be found in the future can also conduct electricity, you have no right to make a categorical judgment of the full name "all metals can conduct electricity", but at most you can only say: "All metals found so far can conduct electricity." The problem is also that expressions like "generalization" limit the logical methods that philosophy can adopt, as if philosophy only recognizes inductive methods and does not consider deductive methods at all. In fact, deductive method also plays a very important role in philosophical research. If induction can only lead to accidental truth, that is, truth lacking universal inevitability, then deductive method implies the recognition of inevitable truth, that is, truth with universal inevitability. For example, if we accept such a big premise: "All people will die"; Also accepted the small premise that "xxx is a person"; It will certainly lead to an inevitable conclusion: "xxx will die." No matter who "xxx" is, its conclusion has universal inevitability. It can be seen that the philosophy that only recognizes the function of "generalization" is not complete in logic.
Third, as far as the term "summary" is concerned, it is only a review of the facts and concepts that have occurred in the past. This naturally reminds us of Hegel's philosophy: "Philosophy, as a thought about the world, will not appear until the reality has finished its formation process and completed itself... Minafar's owl will not take off until dusk." ④ According to this philosophy, philosophy can only face and "summarize" the past, and cannot face and predict the future.
In other words, philosophy can only be an owl that takes off at dusk, but it cannot be a rooster that crows in the morning and faces the day. However, we know that what Marx emphasized in the Introduction to the Criticism of Hegel's Philosophy of Law (1844) is the expected function of philosophy: "Once all the internal conditions are mature, the resurrection day of Germany will be announced by the high voice of the Gallic cock." ① Obviously, only affirming the "summary" function of philosophy will inevitably ignore its "expected" function. In short, it is obviously problematic to understand philosophy as the generalization and summary of natural knowledge, social knowledge and thinking knowledge. If such a philosophical view is introduced into the study of the history of Chinese philosophy, all philosophical propositions can only struggle in the framework of accidental truth.
Is philosophy a knowledge of world outlook?
Understanding philosophy as knowledge about world outlook is also a traditional and far-reaching philosophy. What is the world view? The Principle of Dialectical Materialism edited by Xiao Qian and others believes that "the so-called worldview (also known as the worldview) is people's fundamental view of the whole world, the whole universe, including nature, social history and human thought." ② As long as we carefully examine it, we will find that this philosophy also has essential defects:
First, the concept of "world" used here is problematic. On the one hand, it separates and opposes the human being as an acquaintance from the "world" as an object of cognition. In fact, Heidegger has long told us that "Dasein", as the existence of human beings, is "in der welt sein". Four German words are connected by ligatures, which is intended to show that human beings and the world are inseparable. The world is made up of human survival activities. In other words, the development of human survival activities is the world. On the other hand, it is also problematic to understand the world as the sum of "nature, social history and human thought". Because what is reflected here is only the view that time comes first, that is to say, nature first exists, then social history, and finally human thought. What is ignored is the view of logic first. According to this point of view, it is precisely human thought and social history that have a logical priority, and nature can only be reasonably explained on the basis of such a logical priority. For example, in the study of Laozi, some scholars believe that Laozi's major contribution is to reveal dialectics in nature and social history. Such an opinion contains a fundamental misunderstanding of Laozi's thought. In fact, the essence of Laozi's thought is political philosophy, and its logical starting point is how to govern a country well. If he talks about some dialectical phenomena in nature, his purpose is only to clarify his own governance in a more vivid way, that is, the view of political philosophy. Therefore, we must rethink the basic concept of "world" in philosophical research.
Secondly, the concept of "world outlook" used here is also problematic. On the one hand, according to Kant, "the world" is a transcendental thing in itself, and the thing in itself is unknowable. When people use the intellectual category to try to understand the "world" as the thing in itself, they will fall into the antinomy. In Wittgenstein's view, the overall meaning of the world must be outside the world, so people can't grasp it: "6 44 The mystery is not what the world is like, but what the world is like." ③ Since the overall world is unrecognizable, how did people form their "worldview"? Where is their reliability? On the other hand, Heidegger believes that the concept of "worldview" appeared at the end of the 18th century, although its meaning has changed, "However, the word 'worldview' still maintains itself as the name indicating the status of human beings among the beings. This situation gives a proof that once human beings have taken their lives as subjects to the priority of the relationship center, how the world has become a decisive image" ④. In Heidegger's view, the term "world outlook" is just a sign of the formation of modern subject metaphysics. People should not talk about it in a value neutral way, but should also reflect and criticize it profoundly. Heinz also pointed out that "although the worldview needs and utilizes the erudite knowledge of philosophy, it does not need any kind of philosophy, because as a worldview, it has accepted some unique interpretation and configuration of the existence." ⑤ This makes it illegal to use the concept of "worldview" uncritically in philosophy.
Finally, the term "learning" also implies a tendency, that is, the separation of philosophy and practical activities, as if it is just a view of the world, a point of view, and does not highlight the fundamental requirement contained in philosophy - "unity of knowledge and practice".
Chapter 8: Model Essay on World Geography Knowledge Points in Middle School
High school geography is mainly divided into three parts: nature, humanity and region. As we all know, human geography is close to daily life and relatively simple and easy to understand. However, knowledge points are fragmentary, and many similar knowledge points are difficult to distinguish. Students often cannot find the key points in their answers. The problems and some effective measures for daily students in class are summarized as follows:
1、 Problems in learning human geography
1. Poor memory of textbook stem knowledge
Human geography has a lot of knowledge, such as the classification of tourism resources. There are two major categories and nine sub categories; For example, there are 17 negative and positive impacts of tourism on the regional economy, social culture and geographical environment. When students recite after class, they either recite less or recite confusedly, and can't get full marks when doing big questions. This kind of phenomenon is quite common in natural disasters, prevention and environmental protection. Students can not remember all the knowledge points of stem sticks, which greatly affects the scores of basic knowledge of big questions.
2. Difficulty in transforming graphic knowledge
When talking about the third section of tourism geography, China's world heritage, 35 world heritage sites in China are common test sites. Students worked hard to remember most or even all of them, but they couldn't answer any of them when they came across the distribution area of tourism resources. For example, where are the three famous grottoes in China; More difficult, for example, what are the world heritage sites in Beijing and 500 kilometers away from Shanghai? Students still don't know what provinces near Shanghai have, let alone those that can be cited, they often write nonsense. Images and texts cannot be converted at any time.
3. Principle knowledge will not be transferred to specific cases
When talking about the evaluation of tourism nature in the third section of the second chapter of Tourism Geography, the textbook evaluates the tourism nature itself, the environment of tourism resources, and the development conditions of tourism resources in nine aspects. Because the content is little and easy to understand, students recite well. However, when it comes to the evaluation of Mount Tai and Hukou Waterfall that we are familiar with, some students have no way to start, some students cannot write completely, and even some students have commented all the time at nine o'clock, which leads to inconsistency.
4. The classroom is lifeless and not timely
Human geography is easy to understand, but the knowledge is trivial and the key points are not clear, so the students are not interested in it in class, and they are lifeless. Some girls who studied very hard reported after class that they listened carefully, understood and remembered carefully in class, but they did not get high scores in the exam. They felt that they were right but could not answer the score point at all. Some students are sleepy in class and the classroom atmosphere is lifeless. When learning human geography, students' lack of spirit will affect the learning effect.
2、 Solutions
In view of the above problems, combined with my own teaching experience and classroom practice, the following measures can be taken for the study of human geography.
1. Memory of jigsaw puzzle - taking 34 provinces and regions of China as examples
The main reason why students are not sensitive to image text conversion is that they cannot remember the provinces and regions of China. I accidentally found a jigsaw puzzle about 34 provinces on the Internet. In the game, 34 provinces were divided into 34 parts according to the outline shape, and only needed to return to the original position one by one according to the position. When playing it to the students in the class, the students were very interested in it, and they all scrambled to play games on the stage. In the following survey, it was found that many students who had played the game once or twice could remember the location of 34 provinces. In order to improve the memory effect of provincial contours more effectively, I imagine provincial contours as similar things in reality, such as Shaanxi like Terracotta Warriors, Ningxia like arrows, Guizhou like pugs, Qinghai like rabbits, Inner Mongolia like foxes, Guangdong like elephant trunks, Shandong like eagles, Jilin like rime, Sichuan like rabbit skin, Taiwan like turnips, Hainan like pineapples, Hubei like police hats, Hunan is like a man's head, and Henan is like a trident. I also linked several kinds of animals, such as foxes (Inner Mongolia) eating rabbits (Qinghai) spitting out bones (Gansu) leaving rabbit skins (Sichuan); Men (Hunan) and women (Jiangxi) wearing hats (Hubei) take care of the elderly (Fujian) and foreigners (Zhejiang). In this way, the neighboring provinces can remember both the location and the contour, which greatly improves the speed and validity of students' memory of provinces. This is very helpful for learning the whole human geography. At the same time, we can also apply this method when learning the positioning of countries in the world geography.
2. Statistical Memory - Taking 35 World Heritage Sites as an Example
When the students memorized 35 world heritage sites, they managed to remember their names. As a result, the corresponding provinces and regions became confused. So in combination with the examination points of this section of knowledge, I use the statistical method to let students remember the common examination questions. For example, Beijing, Sichuan and Yunnan are divided into six world heritage sites by province. For another example, I also classify them according to the world cultural heritage and natural heritage, such as Beijing, Shanxi, Guangdong, Gansu, Liaoning, etc., which only have cultural heritage; After such classification, students can not only remember the world heritage of several provinces and regions that are often tested, but also do the regional positioning. This method can be extended to the study of world agricultural distribution, industrial distribution, climate distribution, etc.
3. Case method to verify the principle knowledge -- taking tourism resources evaluation as an example
Analyze and confirm the principle knowledge with examples. For example, I first talked about the principles of tourism resource evaluation in class, and then asked students to discuss how to evaluate Hukou Waterfall in groups. After the students spoke in succession, we began to summarize the rules of doing the questions, and asked the students to evaluate the familiar Terracotta Warriors and Horses in Xi'an Qin Shihuang Mausoleum, and then asked the students to evaluate the unfamiliar Jiuhua Mountain in Anhui. After repeated confirmation of theoretical knowledge through examples, students know how to start when encountering similar problems. This is a good guidance method for learning the topics with strong principles and wide application scope in human geography.
4. Rote memorization and dictation strengthen the memory of knowledge
Students are difficult to remember the characteristics of tourism resources, classification of tourism resources and other knowledge with more stem contents. To solve this problem, I first asked everyone to memorize by rote, first remember a total of several items, and then fill in each item separately, so that no one will be missing. Later, we asked everyone to write on the stage before class, and then let the students comment on the stage. In this way, students compete with each other, and the memory effect is much better than before. This is easier to use when there is more stem knowledge in human geography.
5. Team building method to strengthen the use of spare time
There is a lot of fragmentary knowledge in human geography, but the difficulty is relatively low. The main reason for losing points is not to remember after class, and the use of fragmentary time is less. In order to solve this problem, I divided my students into groups according to the students whose scores in the monthly exam were not high and whose scores were mainly based on the basic knowledge of the textbook. For example, six students, Zhang Mengle, Zhang Xuena, Yang Qian, Chen Li, Lv Xin, and Yuan Yun, who only scored 50 points, formed a group. Zhang Mengle was the group leader, and the group leader stipulated to recite the content every morning, Before the evening, ask each other questions and recite the situation in pairs. In this way, the spare time has been effectively used and the students' scores have also been greatly improved. For example, Zhang Mengle won the first place in a single geography subject in the mid-term exam.
Chapter 9: Model Essay on World Geography Knowledge Points in Middle School
As an important category in western philosophy, life world has attracted many thinkers' attention. In philosophical hermeneutics, the concept of "life world" is a term inherited from Husserl. Gadamer, a master of philosophical hermeneutics, appreciated Husserl's views very much and wrote the article "Science of the Life World". Its basic ideas and main characteristics are as follows:
（1） The life world is a pre scientific world
The so-called pre scientific world mainly refers to the daily life world in which human beings live, which is always accompanied by people. This life world is an observable, perceptible, touchable, and accessible real world that can be experienced by people, and it is an ongoing and self-evident world. This pre scientific nature of the life world distinguishes the life world from the abstract, conceptual symbolic world or theoretical world. This pre scientificity, as Husserl said, is "the world that is actually given, always experienced and can be experienced through perception, that is, our daily life world" [1], "a whole body that is directly presented to us and shows itself in the flow" [2]. This pre scientific nature of the life world makes life more concrete, vivid, lively and lively, and people living in it become more energetic and flexible.
（2） The life world is a groundbreaking world
The groundbreaking world mainly refers to the only primary world that exists before the symbol or theoretical world. In other words, the life world is the basis and premise for the occurrence of the symbol or theoretical world. In this sense, any human understanding or theoretical summary must draw nutrients from the living world. It can be seen that both the theoretical world and the scientific world of human beings originate from the life world, which is just a highly abstract symbolic generalization of the life world. In other words, this theoretical world or scientific world is only an extension of the life world, which is the real foundation for human beings.
（3） The life world is a subjective world
From the perspective of philosophical hermeneutics, the life world is due to the existence of a subject with subjective relativity - man, and then there is human communication - life, and then there is a life world that is constantly changing with the subjective movement of individual people, and the subject and object have not yet been differentiated. As Husserl said, "the existence meaning of the life world given in advance is a subjective construct... As for the 'objective and real' world, that is, the scientific world, it is a construct at a higher stage" [3]. It is precisely because of the subjective relativity of individual people and the complexity and diversity of their living environment that each individual's life world has its own subjective color, and each individual's way of life and thinking also has its own subjectivity, so the whole life world has obvious subjective relativity. In this sense, the subjective relativity of people's life world causes the subjective relativity of the truth world that extends from it, and truth is concrete truth.
（4） The life world is an inter subjective world
The intersubjective world here means that every individual living in it exists as a separate subject. Moreover, each individual subject can not dispel the subjectivity of other individuals. In other words, each individual cannot regard others as objects other than the subject, but as subjects with the same status as himself. In this way, the relationship between individuals in the life world is no longer a subject object relationship, but an inter subject relationship, which makes the life world have an intersubjectivity. In this sense, the life world is not a self closed world, but a world full of interaction, activities and openness between subjects. Many subjects in the life world are equal communication subjects. They participate in communication activities together, without distinction and difference between high and low, let alone the privilege of one party imposing its own will on the other. From the above analysis, it is easy to see that the life world theory of contemporary philosophical hermeneutics shows obvious characteristics of practicality, pluralism and openness, and is often associated with post-modern trends of thought. Therefore, the "life world" once became the academic highlight of post-modern thoughts and attracted the attention of many scholars. At present, people's research on the theory of life world has been widely penetrated into various fields of humanities, and has a "pervasive" impact on literature, aesthetics, history, religion, sociology and even philosophy of science. In view of this, we have reason to say that the rapid development of contemporary philosophy to explain students' living world theory has made it possible for them to care about teaching.
2、 Teaching content returning to the life world
In philosophical hermeneutics, the teaching content is the teaching text. It refers to all materials and information produced and presented through the dialogue between teachers, students and textbook texts in the teaching process. The teaching text as the teaching content is usually presented in two forms, one is the document text presented in the form of existing textbooks, curriculum standards, multimedia courseware and other auxiliary materials, and the other is the dynamic text generated by teachers and students in the teaching interaction. It should be said that the teaching content is based on the teaching text and created on this basis, but the teaching content is not limited to the simple literature text, but also includes the students' understanding of the text, teachers' understanding of the text, mutual understanding between teachers and students, and mutual understanding between teachers and students derived from the teaching process. These understandings can be oral, written, or behavior and expression texts that can only be understood but difficult to express. In this sense, the creation of this kind of teaching content as a teaching text cannot be separated from the life world of teachers and students. It is always open to the life of students and has a tension of life.
（1） The teaching content comes from the life world
The reason why teaching content comes from life is that teaching activity itself is an educational life, and the content of life comes from the life world itself. From the perspective of philosophical hermeneutics, teaching activities are a kind of life of understanding, emphasizing the mutual growth and development of teachers and students through the interaction between teachers and students as well as between teachers and students and teaching content; Teaching activity is not only a cognitive process of knowledge giving and receiving, but also a complete process of human growth and development, committed to the overall generation of people and the construction of a complete spiritual world; Teaching activity is a kind of dynamically generated life, emphasizing that teachers and students constantly surpass the existing living state in the living life world, and constantly move towards a more full and rich possible life, so as to achieve rich teaching significance. When we look at teaching from the perspective of philosophical hermeneutics with the theory of life world, we will find that teaching itself is a way of life or existence for teachers and students, and teaching is life. In this teaching life, students' personal life experience or direct experience has become a natural and important part, which is the teaching content in the form of teaching materials and other teaching texts. Such teaching content connects the life world and points to the scientific world, which is the organic integration and unity of the two. In a sense, the teaching content as a teaching text is no longer just the accumulation of scientific knowledge, but the expression of the life world and the meaning of life. "When students learn it, they do not only recognize it as an objective object and acquire knowledge about it, but meet it for dialogue, understand it in their own experience and time, and regard it as something related to life." [4] It is not difficult to see that in the perspective of philosophical hermeneutics, teaching content is not rigid knowledge, It is always connected with students' life and takes students' life experience as the direct source. It can change constantly with the flow and change of life. In this sense, teaching is not an activity that dissociates from life, but a form of life. This means that teaching is not outside life, but in life.
（2） The teaching content should take care of the students' life experience and connect the book world in the classroom with the students' real life world
In the perspective of teaching epistemology, people understand teaching activities as a process of giving and receiving knowledge and skills, and believe that the main task of teaching is to let students systematically learn a lot of knowledge accumulated and summarized by human beings in long-term practice, so as to ensure that students can acquire knowledge efficiently. This is the "shortcut theory of knowledge" in teaching theory. In this perspective, not only the students' understanding of the object and content is indirect, but also the way and means of understanding these contents and objects are indirect. Its problems and limitations lie in artificially separating students' complete cognitive activities to a certain extent, ignoring the value of direct experience and life experience, framing students' learning objects and contents within the so-called teaching materials and curriculum standards, and forcibly separating the classroom that should connect students' real life and be full of infinite vitality from students' life and life experience. Dewey once pointed out that in education, attention should be paid to distinguish "intellectual people" from "intelligent people". Although "intellectuals" have a lot of knowledge, most of them are dead knowledge points that have nothing to do with the students' real world, which is not conducive to the growth of students' life spirituality and life wisdom; The "wise man" has "living knowledge", which can make him realize the growth of life. Dewey criticized the traditional teaching content as "a system composed of symbols and characters, which is the main culprit of mechanical and rigid teaching activities." [5] He stressed that the teaching content must pay attention to children's direct experience and life experience. In students' understanding of the teaching content, that is, the teaching text, students not only get the opportunity to understand the experience of human historical life, but also more importantly, they can build their own personal life experience and meaning through the common life experience of mankind, and expand their own spiritual life. In addition, if students want to understand the teaching content, they must also start from their own life experience. Because before students learn and understand the teaching content, their existing experience in real life and growth constitutes the "pre structure" of teaching text understanding, which is the prerequisite for students to understand the teaching content. Because students' life experience covers their individual life experience, including all levels of reason, feeling, intuition, emotion, attitude, belief, etc., such teaching content focuses on students' life experience, which means that teaching content has a meaningful connection with students' life, thus surpassing simple knowledge unrelated to life. Therefore, we must liberate the teaching content from the pure book world and return to the life world. In teaching practice, teachers should take students' real life world as the foundation and root, correctly handle the relationship between books, classroom and students' life, focus on nourishing and enriching students' experience through students' most direct life experience, and integrate the education resources in the life world with the book world.
（3） The teaching content should take into account the common life world of teachers and students, which is conducive to the achievement of dialogue between subjects
