On The History Teaching For Constructive Learning At The New Curriculum Background

In the background of the New Curriculum, teachers mainly focus on how to lead students to construct their learning approaches. Reception learning and inquiry learning are two of the primary learning modes for history;especially the latter is advocated as a breakthrough point for history curriculum reform.These two modes have their own advantages and disadvantages.In order to fulfill the target of history new curriculum,it is necessary to integrate these two learning modes effectively.Knowledge and experience,no matter acquired through reception learning or inquiry learning,must be associated with the quondam cognition framework of the corresponding individuals.Otherwise,the learning will be meaningless. In another word,in order to make a meaningful learning,reception learning and inquiry learning must be integrated with the elements of constructivism.Therefore,we propose the research task about the teaching modes of history constructive learning.Based on the target of middle school's history new curriculum and the requirements of different teaching contents,guided by the theories of constructivism,inquiry learning,and reception learning,this paper proposes two kinds of teaching modes of history constructive learning,named teaching mode of inquiry-constructive learning and teaching mode of reception-constructive learning from the teachers'teaching perspective. The corresponding teaching procedures and the teaching tactics for these teaching modes are also given.Taken the theoretic designs mentioned above for guidelines,I carried out an experiment at the Chong Wen Middle School of LanXi for 4 months. the result shows that the experimental class precedes the controlled class at every index,including the history grades,inquiry abilities,studying interest,and studying subjective.And there exists remarkable statistical difference.Therefore,we can conclude that the teaching mode of history constructive learning is effective Abstract and with high efficiency.Adopting the teaching mode of inquiry-constructive learning and teaching mode of reception-constructive learning according to the teaching contents can help the reception learning to be meaningful learning,and can help inquiry learning focused on inquiry process and knowledge conclusions together.The primary difference between the teaching mode of history constructive learning and the traditional teaching modes is that the former emphasizes on the teacher's leading function and the student's initiative function,and makes the student to be the constructor of their knowledge and experiences.So,the knowledge and experiences,no matter they are acquired through reception or inquiry,are all incorporated to their knowledge systems and cognition frameworks,and become their own knowledge and experiences in reality. By using the human-centered approach and in combination with the author's teaching practice,the special features of history course and the curriculum standard of new courses,this paper analyses the history teaching under the new curricutism Background provides some viewpoints and understandings with some cases and charts. Based on the experience obtained in this research,the author discusses several concerns for the teaching mode of history constructive learning. As the limited of the research's ability,and the restricted time for this experiment,the conclusions given in this thesis need more checking and verification.Furthermore,the teaching procedures and teaching tactics given in this thesis need to be enriched.