How to understand the objectives of the new history curriculum, combine it with teaching practice, t

Summary. Dear, I am glad to answer for you, please talk about your understanding of the evolution of China's curriculum objectives in combination with reality: education and the ideology of the curriculum are restricted by the social, political and economic constraints of a certain period, which affects the selection of knowledge, what kind of people to cultivate and the provisions of other goals in the curriculum objectives.

More and more researchers have come to realize that mathematics is not detached from reality and eternal, but is a subjective means that is constantly changing and growing on the basis of reality and is used to organize reality [6]. With the changes of the times, mathematics education is also advancing with the times, constantly absorbing new knowledge into the teaching materials. The realistic nature of the mathematics curriculum objectives has been gradually enriched and improved with the progress of the times.

In addition, the continuous development of pedagogy, psychology and other related disciplines also provides useful guidance for the establishment of curriculum objectives in mathematics education. <>

<> discuss the evolution of China's curriculum objectives, please talk about your understanding in light of the actual situation.

Dear, I am glad to answer for you, discuss the evolution process of China's curriculum objectives, please talk about your understanding in combination with the actual situation: education and the ideology of the curriculum are subject to a certain period of social, political, and economic constraints, which affects the choice of knowledge, what kind of people to cultivate, and other goals of the curriculum objectives. More and more researchers have come to realize that mathematics is not detached from reality and eternal, but is a subjective means that is constantly changing and growing on the basis of reality and is used to organize reality [6].

With the changes of the times, mathematics education is also advancing with the times, constantly absorbing new knowledge into the teaching materials. The realistic nature of the objectives of the mathematics curriculum has been gradually enriched and perfected in the progress of the times. In addition, the continuous development of related disciplines such as education and psychology also provides useful guidance for the establishment of curriculum objectives in mathematics education.

<> Kissing, Knowledge Expansion: The course objectives refer to the specific goals and intentions of the course itself. It stipulates the degree to which students at a certain educational stage are expected to achieve in terms of moral, intellectual, physical and other aspects after learning through the curriculum, and it is the basis for determining the curriculum content, teaching objectives and teaching methods.

In a sense, all educational purposes can only be achieved through the mediation of the curriculum. In fact, the curriculum itself can be understood as a means to enable students to achieve educational goals. Therefore, the curriculum objectives are the most critical guidelines that guide the entire curriculum development process.

To determine the curriculum objectives, it is necessary to first clarify the connection between the curriculum and the educational purpose and training objectives, so as to ensure that these requirements are reflected in the curriculum; Secondly, it is necessary to conduct in-depth research on the characteristics of students, the needs of society, the development of disciplines and other aspects before it is possible to determine effective curriculum objectives. Curriculum objectives help to clarify the intention of the curriculum developers, so that each course pays attention not only to the logical system of the subject, but also to the relationship between the teaching of teachers and the learning of students, and the relationship between the content of the curriculum and the needs of society. <>

It is necessary to correctly understand the most basic concept of the new history curriculum standard in the teaching process:

1. The new curriculum standards require that the knowledge taught should focus on practicality.

The teaching of history is mainly to impart historical knowledge, but more importantly, to serve reality.

Second, in the teaching process, learning is the mainstay, and the "teacher-led, student-oriented" is truly achieved.

Teachers are required to adopt first-class teaching in teaching activities in the teaching process to guide students to learn independently.

It is also necessary to pay attention to the relationship between the practicality of the course content and the unavoidable teaching of the college entrance examination.

3. Pay attention to extending teaching to extracurricular areas to broaden the content of teaching and learning.

The knowledge capacity of textbooks is limited, and many practical and useful knowledge textbooks are little or not covered at all, so teachers must provide a good environment for students' self-directed learning and the introduction and recommendation of the required materials.

History is the mirror of our existence.

The development process of learning curriculum, curriculum theory, and the main issues debated in the history of curriculum development are of great reference significance for understanding and dealing with the theoretical and practical problems of curriculum reform in reality. Specifically, the main points are as follows:

1) The curriculum is closely related to the curriculum, curriculum plan, curriculum standards and textbooks.

In the relationship between the curriculum plan, curriculum standards and textbooks and the curriculum: the curriculum plan is the overall plan of the curriculum; Curriculum standards explain the nature of each course and set out its quality standards; The textbook states the content of each course and the activities it should undertake. It can be seen that only the combination of the three of them with the curriculum can ensure the smooth implementation of the curriculum and the effective development of teaching.

2) Activity courses should be combined with subject courses.

Subject curriculum and activity curriculum are the two basic types of modern school education, each with its own characteristics and shortcomings, and the two are both opposed to each other and complement each other. In the curriculum design and compilation, one curriculum theory should not be used to negate or replace another curriculum theory, and the different characteristics and functions of the two courses should be brought into play respectively, so as to give full play to the best overall function of the modern curriculum.

3) The unified curriculum should be combined with the diversified curriculum.

In the development of the curriculum, it is necessary to combine unity and diversity in a scientific and rational way. If the one-sided emphasis on the unification of the curriculum will result in the singleness of the curriculum and the teaching materials.

1. Rigidity is not conducive to mobilizing enthusiasm and hindering the development of society and individuals. We should not blindly pursue diversification, which will cause the complexity of the curriculum, increase the burden of students' homework, and seriously affect the quality of teaching.

4) General education courses should be combined with vocational and technical courses.

While completing the teaching tasks of general education courses, high schools should also appropriately combine local needs to set up some vocational and technical courses or comprehensive technical education courses, so that students can prepare for labor and employment after graduation. However, we should not one-sidedly emphasize narrow professional knowledge, and only the combination of general courses and vocational and technical courses can conform to the trend of rapid social and economic development and change.