镇远乡土历史教材开发 Developing Textbook of History of Zhenyuan Folk Culture

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1 镇远乡土历史教材开发 Developing Textbook of History of Zhenyuan Folk Culture
——《镇远史话》的编写及实施简介 An introduction to the compiling and implementation of Historiette of Zhenyuan 贵州镇远文德中学 龙步章 Buzhang Long, Wende Middle School, Zhenyuan County, Guizhou Province 2018/12/7

2 一、为什么要做？Why shall we do this?
1、新课程改革的需要(国家、地方、校本) what the New Curriculum Reform calls for (nationally, locally, and school-based) 2、镇远县丰富的地方历史资源 rich geographical and historical resources of Zhenyuan County 3、青树小型项目提供的平台 platform provided by Evergreen small projects 4、师资力量 robust faculty 5、学生自主学习、探究学习的重要路径 This is an important way for students to learn and explore independently. 6、校本教材的开端 start of school-based textbook 2018/12/7

3 二、做了什么？What have we done?
1、拟定方案，组织实施（直接参与编写的教师5人，学生48人，最终能坚持下来并做得较好的9人）Making plans and implementing (5 teachers and 48 students are involved in compiling, among who 9 people keep researching and did a good job.) 2、进图书馆博物馆等，收集资料 collecting resources from libraries and museums. 3、实地参观考察、感知乡土历史 visiting the site and experiencing its customs and history 4、以此为开端，在青树小型项目的帮助下，带动其它学科校本教材的开发 Driving development of textbooks on other fields under the support of Evergreen small projects 历史：民族民间文化进课堂 History: Bring ethnic and folk culture into classroom 地理：乡土地理开发 Geography: Research on local geography 英语：“美丽镇远”小宣传册的编写 English: Compiling brochure “Beautiful Zhenyuan” 数学：镇远水资源调查 Maths: Research on water resource in Zhenyuan 2018/12/7

4 三、收获了什么？What’s the benefit?
1、学生：自主学习、探究学习能力、信息素养等方面有所增强，对参与学生来说初步达到最初的目的（见问卷调查） Students: have improved their information literacy and independent learning and exploring ability, which has met the initial objective (see in Questionaire) 2、教师：提升教师的信息素养、业务能力以及应用地方资源的意识。 （论文：“镇远乡土历史教材开发”初探） Teachers: have improved their information literacy, professional ability and awareness to make use of local resources (paper: A Research on “Developing Textbook of History of Zhenyuan Folk Culture”) 3、学校：积累开发校本教材经验、收获校本教材的成果、落实新课改理念、提升学校影响力。 Schools: have accumulated experience in developing school-based textbooks, succeeded in developing it and carried out New Curriculum Reform, which makes them more influential. 2018/12/7

5 We are reflecting (positive experience and negative lessons)
四、我们在反思（经验教训） We are reflecting (positive experience and negative lessons) 1、在教材编写之前，要重视对学生的先期培训，编写过程中，既重视指导，又要敢于放手让学生自己去做，老师不要包办太多。在这方面，我们做得不够好。 1. Before compiling, we should pay more attention on students’ training. During compiling, we should instruct them, as well as allow them do it themselves. Teachers shouldn’t be over-involved. We didn’t do very well at this. 2018/12/7

6 2、选题也很重要，既要是当地乡土历史中比较重要的，又要是学生感兴趣的。第2和第7讲，虽然重要但学生选学的兴趣不大。Selecting subjects is also important. It should be both important for local customs and history, and intersting for students. Both lecture 2 and lecture 7 are important, but neither of them interest students. 不太感兴趣选题： uninteresting subjects: 第2讲：解放镇远 Lecture 2: Liberating Zhenyuan 第7讲：镇远民族风情 Lecture 7: Characteristics and customs of Zhenyuan 有兴趣的选题： interesting subjects: 第4讲：奇异的“歪门邪道” Lecture 4: Fantastic “crooked means” 第5讲：古城会馆 Lecture 5: Ancient assembly hall. 第6讲：和平村对“和平”的期盼Lecture 6: Peace village’s expectation for peace 第9讲：图片上的历史 Lecture 9: History in photos 2018/12/7

7 3、不仅重在内容编写的质量，还要注重每讲之后的思考和探究题的设计要有利于激发学生学习和继续开发的兴趣，以便后续更好地使用（下图：校本教材课堂教学及学习成果展示，第1、6、9讲题目设计不错，学生后续学习很有兴趣，还根据问题做了图片展；但第2、7、8讲题目设计比较平直，难以激发学生探究的兴趣）。 We value not only the quality of textbook content, but also whether “questions for thinking and exploration” of each lecture can arouse students’ interest in learning and further exploration. (lecture 1, 6, and 9 have good questions, which interests students and encourage to keep learning. They even displayed images according to the questions; however, questions in lecture 2, 7, 8 are not good, which won’t arouse students’ interests.) 如第1讲历史探究比较有兴趣:“镇远……有很多名胜古迹值得游览和研究，请你任选一处历史文物古迹进行参观考察和深入了解，以小论文的形式对该古迹的文化内涵、历史地位、开发价值等进行论述（或通过图片宣传） In lecture 1, the exploration on history is interesting: ”In Zhenyuan, there are a lot of places of interests worth visiting and researching. Please select one to visit and research, and write a mini-paper to discuss its culture, history and development value.”(or by photos) 2018/12/7 对第2讲镇远解放有哪些意义？类似的题目没有兴趣 Questions like “what’s the significance of liberation of Zhenyuan” in lecture 2 are not interesting.

8 五、反馈、总结 Reflection and summary
1、《镇远史话》学生问卷反馈： Questionnaire results of “Historiette of Zhenyuan ” 教材认可度：非常认可65%，也有的说“内容不全面，镇远最重要景点青龙洞、舞阳河、天后宫等都没有……修订时应加进来” “Do you like the textbook?”: 65% for “Very much”, while some think that “the content is not complete. The most site in Zhenyuan, such as Qinglong Cave, Wuyang River and Tianhou Palace are not included…… They should be added in revised version.” 参加教材的编写有收获吗？收获很大60%， “……我学会了如何在图书馆查找资料（第一次到县图书馆），学会用网络查找信息……”； “……这本教材让我了解了当地的很多我原来不知道的历史...感觉到家乡的伟大 和可爱之处，也让我明白了历史就在我们身边，我们还可以书写历史……” “Did you learn something from compiling?”: 60% for “Very much”, “…I learned how to search for information in library(It is the first time I have been to a county library) and on the Internet”; “…From this textbook I learn history knowledge I didn’t know…I get to know the greatness and beauty of my hometown. I also realize that history is just around us. Actually, we can create history ourselves…” 如果有机会参与教材编写，你愿意吗？很愿意 84% － 学生想参与的积极性很高，这是以后开展类似工作很好基础 “Would you like to compile textbook in the future?”: 84 % for “Absolutely.”- Students would like to participate, which would equip them for similar tasks in the future. 2018/12/7

9 2、 ……对学生参与编写乡土教材的经验是：重视对学生的培训与指导、准确定位师生的不同角色、注重选题、注重每讲之后的思考和探究题的设计、注重后续的使用价值、以及在使用教材过程中对学生自主学习、探究学习能力以及认识本土文化的价值和使命感培养。因为，“只有民族的，才是世界的”. ……experience we got about students’ participation in compiling textbooks: We should place emphasis on training and instruction to students, and accurately locate the roles of teachers and students. Selection of subjects, design of “questions for thinking and exploration” of each lecture, value for reuse, cultivation of students’ independent learning and exploration ability, encouraging students to understand the value of local culture and shoulder responsibility—all of these are important. That’s because “the more national, the more international”. 2018/12/7

10 谢谢 Thank you! 2018/12/7

11 参与问卷的学生有高一57人，高二56人，共113人，其中高一有48人曾部分参与本教材的编写。 1、你对校本教材《镇远史话》总体评价是：
《镇远史话》学生问卷及统计结果分析 参与问卷的学生有高一57人，高二56人，共113人，其中高一有48人曾部分参与本教材的编写。 1、你对校本教材《镇远史话》总体评价是： A、很好 B、一般 C、较差 选A73人，占64.6%，选B28人，占24.8%，选C12人，占10.6%，说明同学们对教材还是比较认可的，同时，也反映出本教材还有很多不足。 2、你认为参加教材的编写有收获吗？（仅供参与编写教材的同学选，48票） A、收获很大 B、一般 C 没有多大作用 选A29人，占60.4%，选B15人，占31.2%，选C4人，占8%。大部分同学在参与编写教材的过程中有很大的收获，这种收获不仅仅是历史学科方面的，更重要的是动手能力、研究学习能力、语言组织能力等方面得到提高。有的学生说“……我学会了如何在图书馆查找资料（第一次到县图书馆），学会用网络查找信息……”。但仍有部分学生在参与过程中主动性不够。 “Historiette of Zhenyuan”– questionnaire and results 113 students, including 57 from Grade One, 56 from Grade Two take part in the questionnaire. 48 of them participate in the compiling of the textbook. What do you think of the school-based textbook Historiette of Zhenyuan? A. Good B. Just so-so C. bad For A : 73 students, 64.4%; for B: 15 students, 31.2%; for C: 4 students, 8% Most of them benefit a lot from compiling. They not only learn much history knowledge, but also improve their practice ability, research and learning ability, speaking ability. Some say “…I learned how to search for information in library(It is the first time I have been to a county library) and on the Internet…” While some were not active. 2018/12/7

12 3. Would you like to participate in compiling textbook in the future?
3、如果有机会参与教材编写，你愿意吗？ A、很愿意 B试试看 C不想参加 选A95人，占84%，B15人，13.3%，C3人，占2.7%。学生想参与的积极性很高，这是以后开展类似工作很好基础，老师可充分挖掘学生的潜能，引导学生参与校本教材的开发。 4、你对教材的内容有何建议？ 大部分学生对教材的内容都很认可，认为学生也可以参与编写教材，给予学生极大的好奇与信心。有一学生写到：“…这本教材让我了解了当地的很多我原来不知道的历史，把家乡的历史和国家、世界的历史结合起来，感觉到家乡的伟大和可爱之处，也让我明白了历史就在我们身边，我们还可以书写历史。以后有机会参加，我一定积极报名”。也有的说“内容不全面，镇远最重要景点青龙洞、舞阳河、天后宫等都没有…修订时应加进来”。 3. Would you like to participate in compiling textbook in the future? Absolutely B. I’d like to have a try. C. No. For A: 95 students, 84%; for B: 15 students, 13.3%; for C: 3 students, 2.7% Students would like to participate, which would equip them for similar tasks in the future. Teachers can discover students’ potential, and instruct them to compile school-based textbooks. 4. What advices do you have for the textbook content? Most students like the textbook, and think they can participate in compiling, too. A student wrote: “From this textbook I learn history knowledge I didn’t know…I get to know the greatness and beauty of my hometown. I also realize that history is just around us. Actually, we can create history ourselves…” While some think “the content is not complete. The most site in Zhenyuan, such as Qinglong Cave, Wuyang River and Tianhou Palace are not included…… They should be added in revised version.” ” 2018/12/7