The Study Of Interactive And Common Progress Card Method In History Teaching In General Senior Middle School

Interactive and Common Progress Card Method is a unique teaching method,which is created and summed up by the Guilin No.19 middle school during the long-term practice of teaching reform. It uses cards as the carrier of teaching activities. Making and using cards by both teacher and students to achieve the exchange and interaction between teaching and learning, to realize the common development and growth. This paper focus on studying the implementation in the history teaching in general senior middle school, and it will be evaluated objectively.The paper is divided into six chapters.Chapter one focuses on its meaning, theoretical supports and its teaching mode in classroom.Chapter two focuses on its purposes, methods and functions in practical.Chapter three focuses on several representative teaching cases of Interactive and Common Progress Card Method in normal high school in the implementation of history curriculum, including the teaching cases of new medium, of revision and of explanation. The cases are available for reference and they can offer the innovative lesson in general senior middle school.Chapter four focuses on the classification and collection of the card in the implementation and how to use the cards to develop and use the history subject courses in school.Chapter five gives a comment on its effect of the implementation from formative evaluation and terminal evaluation,Chapter six focuses on its major problems as well as their solutions in the history curriculum implementation procedure in general senior school Generally speaking, the use of Interactive and Common Progress Card Method did inject vigor into history teaching in general senior middle school. During its implementation procedure, teacher and students, student and student both can learn from each other and continuously generate new knowledge. It can make common progress and development in teaching and learning, following the emotional integration between teacher and students as well as the experience of acquiring knowledge.