In our classroom teaching, there is a phenomenon of overemphasizing the "teaching" of teachers and weakening the "learning" of students. As a school in the compulsory education stage in mountainous areas, if the classroom teaching thinking can shift from "teaching-centered" to "learning-centered" and build a "learning-centered" classroom, it will be more conducive to the needs of students' development, the realization of school education goals, and the benign development of basic education. The "learning-centered" classroom here refers to the "student's learning-centered" classroom, which refers to the teacher's teaching content, teaching behavior, teaching attitude, teaching values, teaching methods and teaching art in classroom teaching, which are all directed to serve students' learning, and its ultimate goal is to improve students' core literacy.

As a nine-year school in a mountainous area, there are many left-behind children, and the learning ability of students is uneven. In the teaching of history class, I try to use the "learning-centered" thinking to prepare and conduct classroom teaching. Taking the teaching of Lesson 17 of the first volume of the eighth grade "The Long March of the Chinese Workers' and Peasants' Red Army" as an example, I would like to talk about my thoughts on the "learning-centered" classroom teaching. The classroom guidance for this lesson is designed as follows:

1. Learning Objectives:

1. Learn to compare and analyze the differences between the fifth anti-"encirclement and suppression" and the first four anti-"encirclement and suppression" campaigns.

2. Interpret the graphic information of the Long March route in the text, understand the importance of the Zunyi Conference, and establish a time-space concept of the Red Army's Long March.

3. Through the discussion of the meaning and spirit of the Long March, improve the ability of historical inquiry, understand the spirit of the Long March, and enhance the sense of historical mission and responsibility.

2. Learning focus: the content and impact of the Zunyi Conference.

3. Difficulty in learning: the history and significance of the Long March.

4. Learning methods: independent learning, cooperative inquiry, communication and sharing

5. Class arrangement: 1 class hours

6. Learning process:

(1) Situational introduction: Play a video of the Red Army's victorious meeting on the Long March. (about 2 minutes)

(2) Self-directed learning: (about 5 minutes)

1. Why the Long March?

2. What is the long march?

3. What is the significance of the Long March?

Please study the text on your own with three questions (speed reading, circled key information).

(3) Cooperative inquiry: (about 15 minutes)

Task 1: What is the Zunyi Meeting? What is the significance of the Zunyi Conference?

Task List 2: Tell the route and main events of the Long March.

Task List 3: What is the significance of the Long March?

(4) Exchange and sharing: Students will send representatives to share the results of the discussion after working together and exploring; Teachers explain their doubts. (about 15 minutes)

(5) Teacher's Assignment: Teachers summarize the texts, reorganize the main events of the Long March, and guide students to understand the spirit of the Long March. (about 5 minutes)

(6) Classroom exercises. (about 2 minutes)

(7) Assignment arrangement. (about 1 minutes)

17. Lesson 0 of "Guidance".

2. Expand and extend: look for the imprint of the Red Army's Long March (poems, texts, pictures, audio and video and other historical materials), and write an award speech (that is, praise for the Red Army) for the Red Army soldiers.

The "History Curriculum Standards for Compulsory Education (2022 Edition)" points out: "The core literacy to be cultivated in the history curriculum mainly includes five aspects: historical materialism, the concept of time and space, the empirical evidence of historical materials, historical interpretation, and the feelings of family and country. "In the teaching process, the main task of teachers is to develop students' core literacy through the design of learning tasks, learning processes and learning evaluations. In the tutorial part of this lesson, the "Situation Introduction" and "Self-directed Learning" parts are to let students know what to "learn", mainly to understand historical facts from the perspective of historical materialism. The "Cooperative Inquiry" section is to allow students to "how to learn", and the main goal is to enable students to use credible historical materials to identify and analyze historical events through cooperation and inquiry. The "communication and sharing" and "classroom exercises" part are to solve the problem of "how to learn", through objective understanding and evaluation of history, learn to express their views on history in a rational and evidence-based manner, which is the key link to cultivate students' historical interpretation ability.

The design of "learning-centered" classroom tasks should pay special attention to "thinking first". In terms of classroom structure, task-driven is adopted to guide students to learn and develop. In the teaching process, students' dialectical thinking and expression ability are cultivated through students' cooperative inquiry, teachers' pointing, and communication and sharing. In the "Teacher Allocation" link, I summarized the content of the text, and also considered that in this text, the Red Army left a respectable spirit of the Long March to future generations when overcoming difficulties, therefore, in this link, it is necessary to increase the education and guidance of the students' outlook on life and values, so as to achieve the educational effect of cultivating morality and cultivating students' feelings for the country and family. In addition to the regular homework in the "homework assignment", the extension is added to achieve the effect of students' deep learning.

(Xingning Tianjiabing School, Liu Xinjun)