New Teaching Pattern Researches Integrating IT And History Teaching

The very teaching pattern that "IT integrates other subjects in teaching " is a new angle of view in the elementary education teaching reforms of our nation in the 21st century. With the approaching of IT times, it will be the trend of development of the times as well as a very important means to develop the new teachingpattern researches integrating IT and history teaching-" dominant-body" pattern,the purpose of which is to carry out the strategy on " Science and Education Advances the Whole Nation " ,to carry forward the quality education, to improve the quality of the whole nation and the quality of education and teaching, to train creative men for profession as well as to realize the modernization in education.In order to probe into theory with practice in the new teaching pattern researches integrating IT and history teaching, this thesis chiefly adopts the Action Research Method or such Approaches as on Integration of Theory with Practice, Inquiries Investigation, as well as on Integration of Quantitative Analysis with Qualitative Analysis. First, this thesis analyzes the current situation in integrating researches both at home and abroad, points out the present research situations as well as the existing problems in the history teaching patterns in senior schools of our country and presents the purposes and meanings of this very research. Based on theories and principles of expounding this new teaching pattern under the integrating circumstances, this thesis aims to construct and put into practice sixtypes of sub-patterns of the new teaching pattern that have features of the subject of history under its integrating circumstances and that are fit for the realities of classroom teaching. Besides, this thesis reveals and analyzes the efficiency of carrying out this new teaching pattern, and presents its ways of realizing it for continued development. Furthermore, the very research and execution of the subject will theoretically and practically have its important and meaningful values in the patterns of history teaching in senior schools. Theoretically, it further riches and develops the history education theory in senior schools as well as its integrating educational ideas. Practically, it provides typically operative and effective examples to push forward the quality education in the field of the subject of history; it also provides for the history teaching of senior teachers some teaching patterns that can be applied to instructing teaching practice.