Interactive Classroom Teaching In High School History In The New Curriculum Background

The classroom teaching and curriculum are reformed in senior middle schools according to the new course concept of the new curriculum reform since 2004. However, the college entrance examination is still playing a very important role in the teaching. The roles of the teachers are oriented as knowledge imparters by many senior school teachers which stresses on lecturing, and students are passive learners. Therefore, teacher-student interaction and student-student interaction are disrupted. It also ignores the students'need and the role of multi-interaction in the teaching. The phenomenon of "high consumption, low effect" in teaching makes the teaching hard and learning painful.To meet the need of teaching and curriculum reform, the study combines theory on learning and teaching practice in senior middle school history teaching, adjusts the relationship between the teaching and learning, by experimenting, summing up, and improving, it has gradually formed the mode of"interact-cognition, environment-application, deepening-reflection"in history teaching, thus promotes independence and cooperation, and explores ways of learning: advocates the teacher-student interaction, organizes the teachers, students, teaching materials and media systematically, and highlights inquiring, exploratory and researching. All of this fully embodies the process of"cognition -practice-summary- recognition - practice further- improvement"and makes the learning as a process of identifying, asking, analyzing and solving problem.To ensure the effectiveness, pertinence and maneuverability, by studying the theoretical study at home and abroad, this study creates an interactive teaching mode which relates to lecturing, exercising, review, analysis and evaluating respectively. It also gives full consideration to the principal and the leading part of the teachers under different teaching tasks, teaching objects, teaching contents, and teaching environment and conditions. Therefore, it can enhance the students'understanding of the knowledge and improve their problem-solving abilities. Students can learning more and achieve much in emotion and attitude and value outlook.The study consists of five parts. The first part is literature review, it includes the propositions, study at home and abroad, and the thought and the method of the research; the second part is the theoretical statement of interactive teaching mode under new curriculum reform; the third part is the component part of interactive teaching mode under new curriculum reform; the forth part is the experimental study of interactive teaching mode under new curriculum reform; the last part is the conclusion, it focuses on the reflection of the study.As an exploration of teaching method of senior middle school history, it is hoped that the study can contributes to change of the students'learning and the teachers'teaching, therefore obtain the best teaching effect. Only when the senior middle school history teachers study the teaching contents carefully, adopt flexible and various teaching methods, stir up the students'interest in history, guide students to change their passive and mechanical learning methods, and make the students gain wisdom in the vast sea of history knowledge and promote humanities accomplishment and cultural qualities, make the students form the habit of life-long learning, can this be achieved.