Design, Use And Evaluation Of History Teaching In Senior High School

This thesis is a thematic study on the design, application and evaluation of senior high school history guided learning plan.Guided learning plan is one of essential auxiliary materials in learning case model, whose design will directly affect students’ learning. Therefore, it is necessary for teachers to make full preparation at the early stage of the design process. On one hand, teachers should deal with the relationship between the senior high school history curriculum standard and history classroom teaching for teaching combining site; on the other hand, it is indispensible for teachers to have a thorough grasp of the history textbooks, master the teaching important and difficult points so as to form systematic knowledge. Of course, finding commonalities and differences among students by learning investigation is significant in the process of designing learning content flexibly. Meanwhile, guided learning plan design should follow the principles of subjectivity, instructiveness, hierarchy, problematization and flexibility. Moreover, its basic seven elements such as learning goals, preset important difficulties, learning instructions, learning contents, summary, compliance assessment, teaching and learning reflections should be have and format should be normal. The guided learning plan design of different lesson type has different emphases. The guided learning plan design of a new lesson pays much attention to the meaningful construction of new knowledge, provide the students with a bridge between the reality and history, and experience different problem situations so that it is convenient for the students understand and master what they learned in history class easily. The guided learning plan design of a review lesson mainly focuses on integrating of history knowledge systematically, enhancing students’ learning ability and expanding students’vision. The guided learning plan design of an observation and evaluation class requires the teachers to make reasonable teaching goals on the basis of the actual detection so as to compensate knowledge defects and expand students’ thinking.The application mode of guided learning plan is primarily based on the "five steps, three checks". According to the learning investigation into three different learning phases, the teacher adjusts teaching strategies flexibly and plays the role of students’ helper and supervisor. In addition, this thesis puts forward some suggestions about the deficiencies of guided learning plan in use. As for the evaluation standard of guided learning plan, this thesis proposes that a guided learning plan design should be evaluated by students, the educational research group and expert from the fitness for students’characteristics and the propriety of teaching target.This thesis focuses on the design, application and evaluation of guided learning plan. Based on the design deficiencies of guided learning plan, this thesis puts forward suggestions for optimizing history guided learning plan design, which provides theoretical and practical instruction for senior high school history curriculum reform.