Research On Creating Problem Situations In High School History Teaching

1960s and 70s saw the gradual rise of the research on situation-based teaching in the western learning theory sector, which has lasted for tens of years so far. But it is not until more than twenty years ago that it was adopted in the Chinese education and teaching area. As one of the numerous situation-based teaching methods, problem situation-based teaching, a research of both theory and practice combined with the subject of history, is currently still in its initial stage.I carry out a practical research through four stages, based on the research in relative theories about problem situations and directed by the learning theories of situated cognition and constructivism:Stageâ… , probe into the principles to follow when creating problem situations; Stageâ…¡, study the strategies of creating problem situations and sorting relative materials of teaching cases, which include those of starting from digging resources of teaching materials, combining life, work and practical problems in the current social development; from pictures, movies, TV programmes, poems and couplets; using historical materials, students'common knowledge or by arousing their perception conflicts;Stageâ…¢, take an active part in the research on interactive teaching and problem-situation creating on the Internet, a Jiangsu "10th Five-Year" provincial scientific project undertaken in our school; Stageâ…£, integrate and adopt problem situations in the revision history lessons in high school Gradeâ…¢, whose mode mainly includes the following steps:creating a situation--come up with a problem--analyze the problem--solve the problem--sort knowledge--transfer situations--integrate knowledge--resolve the problem.It is suggested through the practical research that, by creating reasonable and effective problem situations in the history teaching, we can raise students' interest in history, arouse their learning motivation, develop students' historical mind and sense effectively, improve their ability of analyzing and solving practical problems, and optimize class teaching quality and benefit. Meanwhile, it requires more of history teachers as well. It is hoped that this essay may not only arouse history educators' concern about how to create effective problem situations, but also bring with certain enlightenment and reference.