产出导向、回溯提升与学生中心：中国近现代史纲要课程教学分析

Output Orientation, Retrospective Improvement, and Student-centered Approach: Teaching Analysis of the Outline of Chinese Modern and Contemporary History Course:Taking “the Rise and Fall of the Taiping Rebellion” as an Example

The Outline of Chinese Modern and Contemporary History is one of the ideological and political theory courses in colleges and universities. Based on the “output orientation” of the “ideological and political” course, the goal of the course is to use major events and important figures in modern Chinese history to explain political principles, so that students can understand the historical logic of “four choices” and “three whys”. When setting the teaching focus, we should grasp the principle of retrospective improvement, that is, on the basis of clarifying the relationship between middle school history courses and this course, we should politically improve the knowledge students already have in middle school, guide students to look at people and things from the historical process of the great rejuvenation of the Chinese nation, and strengthen students’ overall understanding and regularity of modern Chinese history. When setting the teaching difficulties, we should pay attention to the student-centeredness, combine the students’ ideological confusion, answer questions for students, and guide students to view modern and contemporary Chinese history with a correct historical perspective, so that the teaching content is down-to-earth, warm, persuasive and infectious, and more in line with the “taste” of contemporary young college students.

中国近现代史纲要是高校思想政治理论课之一。立足于“思政”课的“产出导向”，课程所要实现的目标是用中国近现代历史重大事件和重要人物讲好政治道理，使学生明白“四个选择”“三个为什么”的历史逻辑。在教学重点设定时，把握回溯提升的原则，即在厘清中学历史课与“纲要”课关系的基础上，对学生中学时期已有的知识进行政治提升，引导学生从中华民族伟大复兴的历史进程中看待人和事，强化学生对中国近现代史的整体性认识、规律性把握。在教学难点设定时，注重学生中心，结合学生思想困惑，为学生答疑解惑，引导学生用正确历史观看待中国近现代史，从而使教学内容接地气、有温度，具有说服力和感染力，更加符合当代青年大学生的“口味”。