The Guiding Research Into Different Categories Of Reading Methods In History Teaching In Senior School

To improve the class efficiency of history teaching in Senior high school, I carry out thisresearch which mainly studies how to use various multimedia to help student read theknowledge related to history, the detailed strategies and the analysis of the final results.First , it analyzes the present state of history teaching in Senior High School, then, putforward several feasible methods by changing channels of reading history materials throughmultimedia. In theory, this research is based on Cognitivism,Constructivism,Behaviorism,MultipleIntelligence and AV theory;in practice , according to the different features of multimedia,seven reading approaches of history materials are raised: Text reading;Video reading;Chronicle play reading;Library reading;Site reading Photograph reading;Internet reading.The research explains the significance and conditions of carrying out the experimenttheoretically and practically, meanwhile, illustrates how to put the reading approachesmentioned above into practice in history classes. At last, based on the paper test results and students' response, draw the conclusion of theresearch. That is , in history class in Senior High School, with the assistance of multimedia,using the seven reading approaches suggested in the experiment, teachers can performteaching activity easily and effectively , and students can not only grasp the basic knowledgefirmly, but also get good marks. On the other hand, the students' ability of analyzing andsolving problems can be improved. In the progress, students' sense of participating inteaching and learning activities and many abilities are both cultivated. All in all , the researchis of great value, and means a lot.We take Teaching Experiment Approach as the main method to carry out the research.Choose 2 classes to assist in performing the teaching experiment. One class continues toadapt the traditional teaching method while the other the multimedia -assisted readingapproaches---teach by making courseware , organizing students to pay a visit to libraries , sitsand so on . In the end , compare the results of the two classes, and then draw the conclusion. After the experiment, aiming to have a thorough understand about the experiment resultsand students' opinions , a paper test was held ,a survey was carried out in a forum on theinternet, and a questionnaire was given to students. After a series of analysis and comparison ,draw the following conclusion: Compared with the class which adapted the traditionalteaching method, the class which adapted the multimedia-assisted reading approaches hasmade great progress in history knowledge grasping ,both in quantity and in quality. Andstudents' have a stronger ability to think, to reason, and to organize after being trained by themultimedia-assisted reading approaches.