The Investigation Of The Strategy Of "Problem Teaching" In New History Course In Senior High School.

The oul of now edge-based economy age is an innovation. At present. He biggest target of basic education reform in the world is to bring up the students' ability of innovation. Innovation comes from a problem. So "problem teaching" that rises in 1980's becomes the main method of classroom teaching in the new course reform in all countries. It's not long to research "problem teaching" in our country. But along with the eighth course reform complementing completely in Guangdong, "problem teaching" plays an important role in guiding the teachers in senior high school to walk into the classroom of new course in the test areas. And it is widely accepted by the teachers in senior high school in the test areas. In this thesis, based by the former research achievement, the author tries to investigate the strategy of "problem teaching" systemly, especially concentrating on the present condition of "problem teaching" in new history course in senior high school. He puts forward a series of strategies about how to carry out "problem teaching" in the new course. So that we can train the students to put questions and solve the questions by themselves. Thus the students can form the consciousness of history problem and develop the ability of innovation.This thesis consists of four parts. In the first part, the author elaborates the background and meaning of complementing "problem teaching" from the demand of the age and the course reform. Then he introduces the present condition of researching "problem teaching" in and out our country. And he defines some concepts, such as "problem", "problem teaching", ect. In the second part, the author analyses the present condition of "problem teaching" in senior high school, the status of "problem teaching" in complementing the new course, the relation between the new history course and "problem teaching" in senior high school, the importance of innovating teaching strategy. In the third part, the author investigates the strategies of "problem teaching" in new history course in senior high school and the problem of how to make use of them. This is where the thesis innovation lies. In the fourth part, the author analyses several factors that the strategy must take note of and the principle that "problem teaching" must obey. Finally, the author points out that nothing of the strategies is all-powerful, the teachers should deal with vividly on the special circumstance in the classroom.