A Research On Situational Teaching With History In High School Under The Background Of The Curriculum Reform

Creating teaching atmosphere is an important topic of curriculum reform at present, and developing situational teaching in high school is a main issue in teaching exploration. Teachers have gradually realized the importance of situational teaching in high school: situations can arouse students'emotional experience so as to urge them to build knowledge actively. Only if high school History teaching is concerned with the learners'growth of real experience and their personal feelings and creates the learner-centered learning atmosphere will it promote students to learn and grow better.This paper first analyzes the concept of curriculum reform and present state of high school History teaching, then makes an investigation of the meaning of situational teaching, its development history, and present research state, and then based on the discussion on constructive theory, psychological theory and theory of multiple intelligence, the paper analyzes the necessity of implementing situational teaching with high school History teaching, and studies the methods of the teaching and explore its strategies for high school History teaching practice.There will be four parts:The first part: state the reason for having this subject from the following aspects: requirements of curriculum reform; present state of high school History teaching; 2008 Jiangsu College Entrance Examination and my understanding for situational teaching; then from the aspects of the meaning of situational teaching, its development history and present state of domestic situational teaching, the paper tries to make an investigation on itThe second part: according to constructive theory, psychological theory and theory of multiple intelligence, this paper probes the theoretical base of situational teaching.The third part: analyze the necessity of implementing situational teaching with high school History teaching, and on the basis of that, investigate the methods of situational teaching, and combining with specific teaching cases to explore its teaching strategies.The fourth part: draw a conclusion on present History teaching practice in high school, and analyze the problems encountered in the process, and make some recommendations.