A Study On The Teaching And Research Activities Of "Same Class Heterogeneous" In Senior High School History

New curriculum reform brings opportunities to classroom based history teaching while challenges history teachers as well. In context of "all development is for every student", history teachers should improve professional of themselves by changing the teaching methodology."Heterogeneous classroom" emphasizes that, centering on a specific topic, teaching activities should be organized to recreate the content in textbooks according to the heterogeneity of the students and the teachers, with multiple teaching methodologies, thus reaching the teaching objectives. Such a teaching methodology has been widely tested and applied in senior middle school history curriculum teaching, but the results are different from case to case, due to a lack of theoretical and empirical study. With a summary on related research and on basis of teaching characteristics of senior middle school history subject, the dissertation explores the current progress and developing strategy for "heterogeneous classroom" from both theoretical and practical perspectives.The first section deals with the meaning and practical value of "heterogeneous classroom" from the theoretical perspective. Theoretically, the concept of "heterogeneous classroom" is segmented into different categories according to different implementation approaches. Characteristics of different segmentation have also been analyzed. As for practices,"heterogeneous classroom" activities have advantages on improving teachers’ teaching ability, teaching effectiveness as well as personal development of teachers.In the second section, the current status of "heterogeneous classroom" implementation is surveyed with questionnaire and interview among senior middle school history teachers in Jiangsu province. Information about the participation and acceptance toward "heterogeneous classroom", whether such a methodology reaches its targeted objectives as well as the existing problems has been collected. Thus, the current implementation status and misunderstandings of "heterogeneous classroom" are proposed.Section three reports an observation of a practical case on "heterogeneous classroom". With a comparison on teaching objective, content and procedure difference of two teachers, deficiency of the implementation procedure has been pointed out. Then tips on how "heterogeneous classroom" for senior middle school history subject should be conducted and details for each stage are concluded, with previous theoretical discussion and analysis. Section four mainly discusses about optimizing strategy of "heterogeneous classroom" teaching methodology implementation. It is argued that first school leaders should fully realize the importance of such a new teaching approach. To be more detailed, the participation, including inter-school cooperation should be encouraged with guidance from experts. Also, the "heterogeneous classroom" teaching methodology should be regarded as the fundamental approach of the school, with a well-designed activity procedure and incentive mechanism. Moreover, Modern technology of multimedia and communication should be applied whenever possible. Regarding teachers, they should also change their understanding of education, and develop an idea of lifelong learning so that they would participate such initiatives openly and more actively. During the implementation, the development of students instead of form should be the focus. An increase in the weight of comparing review and team review would be helpful to release the pressure of teachers.Considering the practice of senior middle school teaching, the present dissertation makes an effort to contribute to the improvement of implementation and performance efficiency of "heterogeneous classroom" teaching methodology, with a combination of theoretical analysis, survey, and practical study. The propositions should be helpful for history teachers in senior middle school.