On The Construction Of High School Students' Historical Learning Community

No matter we look at it in the view of the turning of the value of the modern education or the view of the fact of the history education in high school, the traditional teaching and learning method which focused in "teach" can no longer adapt to the requirement of the modern development. We need to seek a kind of new "teaching and learning" method to change the long-lasting situation where we put emphasis on imparting knowledge rather than the dominant role of students. We can say that it is imperative to have the education teaching reformed.Since the new curriculum reform, the traditional "teaching and learning" method has been badly attacked, on the contrary, the position of student focused teaching method has been improved. Study is not the simple process of input, store and extract of the information. The learner do not move the knowledge from outside to their memory, they interact with the outside to construct the understanding of the new knowledge based on the stored experience. Then you can say, the essence of the leaning is the self construct of the knowledge. And we construct the knowledge during the negotiation, conversation, communication and inter query with each other. The study of the history is not only the dialogue between students and history nor the dialogue between students and teachers but also the dialogue among the students with each other. So that we come to a conclusion that it is the trend and responsibility for the teaching revolution of history education that we should put the history learning in the dialogue and communication in order to realize the creation of the history knowledge. The world famous education teaching method of "Learning Community" just echoes this trend. The students will go through the transition from individual studying to community studying, integrate into the community actively. Under the support of the common wish and value, the restraint of the code of conduct, the students will show respect, share information communicate and cooperate with each other to finish the construction of knowledge.During the history learning in high school, the construction of students’community is not only the active echo to the present concept of knowledge and leaning but also the request to cultivate students’ capacity of autonomous leaning, inquiry learning and cooperative learning. We hope the students can go in the direction of specialization development in high school’s history learning. We should develop students’ interest and capacity to history learning in order to cultivate some professional, research-based history learning students who are in line with the college students. So we will improve the accomplishment of the history learning students in teachers’college.This study mainly adopts the research method of document research, case study and interview survey. On the basis of summarizing the results of relevant theories, the author studies the related issues on further demonstrating the research institute mainly from the four parts. The first part is the definition of high school students’history learning community. It mainly analysis the concept of learning community、the necessity of forming and the theoretical premise, to answer the reason of "how to build learning community". The second part is the dimension of building high school students’history learning community. It mainly analysis the main body of learning community、the principle of building a community and the characteristics analysis, to lay a good foundation for seizing the characteristics of high school history to build learning community. The third part is the action research of the high school students’history learning community. It mainly analysis the strategy of learning community construction-specific experimental researches、results、the problems existing in the learning community building and its analysis. This part is the focus of the article, especially emphasising on the importance of learning styles (autonomous learning, inquiry learning and cooperative learning) in the learning community, and the autonomous learning should become the main learning style. The fourth part is the status of teachers in senior high school students’ history learning community construction. It mainly discusses the teachers, especially the high school history teachers play which role in building a learning community, and how to face the opportunities and challenges. Finally, the generality of this study is summarized.