High School History Courses High School Students Learning The Status Quo

An investigation has been carried out to survey the current situation of history learning mode of high school student in the northwest region of China. Based on the investigation results, this thesis aims at proposing helpful suggestion for the researchers, policy makers, and implementers of new curriculum so as to promote the further development of basic education curriculum reform.The first part of this thesis is concerned with the background, status, methods and significance of research, which laid the foundation for latter research and the smooth progress of thesis writing. The second part is theoretical review which focuses on discussing the relevant meaning of learning styles and learning mode (independent, cooperative and inquiry-based learning) advocated by the new curriculum. Specifically, the author generalizes the feature of independent, cooperative and inquiry-based learning on the basis of summarizing the relevant meaning. The third part, which is the main part of thesis, analyzes the survey data. It mainly consists of four sections:current situation analysis of curriculum reform, independent, cooperative and inquiry-based learning of student in the northwest region. Based on the results obtained above, corresponding suggestion was put forward in the fourth part.According to plentiful survey data and literature, the author concluded own understanding in two aspects.Firstly, the present situation of student learning mode was made clear. With the development of concepts, methods, means of teaching, learning mode of student in the northwest region has a certain transformation. However, due to some undesired factors, such as the relationship between teacher and student remaining to be improved, there is no significant change. Teachers and students hold good attitude toward independent learning, but students lack the skills and methods of this learning mode, as a result, selfless-learning still occupy dominant position. Meanwhile, teachers and students also take a positive attitude toward cooperative learning and inquiry-based learning. Nevertheless, the majority of teachers believe that there is a poor timeliness in cooperative learning mode and students do not have a strong sense of cooperation. Because students do a less positive performance and some teachers are difficult to be competent at guidance on cooperative and inquiry-based learning, the two learning mode are difficult to be implemented, less frequency, poor effect. Secondly, improvement proposal was proposed according to the problem exposed in the investigation. First of all, create a favorable external environment, including improving the teacher-student relationship actively, constructing a democratic and harmonious teaching atmosphere, striving to enhance the professional capacity of teachers, as well as strengthening teacher's guidance on independent, cooperative and inquiry-based learning; In addition, motivate positive internal factors, such as enhancing student self-learning ability, cultivating students' basic skills of communication and cooperation, guiding students to participate in inquiry-based learning actively,exchanging their achievement, and so on.