The Practice And Research Of Self-Directed Study In Senior History

This thesis makes a research on the self -directed study in junior history in terms of the background, the theoretical basis, the influencing factors, teaching strategies, teaching result and problems existed. It is illustrated that self-direct study of history refers to the process through the scientific guidance by the teacher and on the basis of history experience; the students selectively get the knowledge by studying history selectively and creatively. History self-direct study is the overall innovation of history teaching concept and teaching strategies.The first part is the background of carrying out the self-directed study, the main purpose is to draw forth the reason why carrying out this study method. It is based on the disadvantages of the current education, the requirement of history teaching by the basic education reform, the exploring of the representatives in the self-directed study and the advantages in the junior history self-direct study; finally put forward the theory of self-direct study. It is not only the requirement of social development and quality-oriented education; also it is fit for the need of human-oriented concept. At the same time, it further clarifies the urgency of self-direct study.Part two focuses on the history of the self-direct study. The thesis researches on two field of visions, one is the in the view of motivation and self-monitoring, it can stimulate the non-intelligence factors of the self-direct study; the other is the constructivism, it researches on how to do the history self-directed study creatively. This part gives the definition of self-directed study and concludes the four characteristics: initiative, independence, open and construction.In part three, it systematically explores the internal psychological structure, it mainly serves for the constructing an active psychological environment. It points out the non-intelligence factors affecting the history self-directed study: internal motivation, self-efficiency, meta cognition, self-monitoring, will and emotional state. And also this part focuses on the intelligence factors of history self-directed study.In part four, it explores the teaching strategies in the junior history self-directed study on the basis of constructivism. Changing the education concept is the prerequisite of fostering the ability of self-directed study, the self-directed study can stimulate the students' interest, creating the active atmosphere is the precondition of training the students' study ability, giving the initiative to the students is the way of fostering the ability of self-directed study and developing the extracurricular is the effective measure of training the self-directed study of the students.In part five, it simply gives the achievement of senior history self-directed study and problems existed.