A Study On The Application Of Autonomous Learning In History Teaching In Senior Middle School

The21st century is the era with rapid development, knowledge and informationare updated very frequently. In the face of an increasingly competitive internationalenvironment, our country has put forward the goal of school education is to cultivatecreative talents and to improve the students’ learning ability. In order to adapt to thetrend of the times and to change the poor education, our country has started the eighthnationwide elementary education curriculum reform in2001. This reform putsforward the education guideline and policy with Chinese characteristics in absorbingadvanced western education thoughts and the existing reform experience. It alsoadvocates three learning styles, that is, the autonomous learning, the cooperativelearning and the inquiry learning. Autonomous learning is the one that in the processof learning learners do self-learning, self-government, self-control, self-assessmentand self feedback, and then complete the learning task. It is the important reflection oflearning ability and is a prerequisite for cultivating learning ability. The subject ofhistory in senior high school is a branch of the humanities. And it is also an importantpart in the basic education with the critical mission to cultivate ability, edify sentimentand set up the correct values. Therefore, it is necessary to study the application ofautonomous learning mode in teaching history senior high school.The article is divided into four parts, each part of contents is briefly introducedas follows:The first part is foreword. It expounds the background and significance of thetopic from the society, individual, and the new curriculum reform. It also combs thestudy of autonomous learning both at home and abroad briefly. In this way, we caneasily know the process of the development of the autonomous learning on the whole.The second part carries on the concept of autonomous learning; gives a summaryon the main characteristics of autonomous learning; and analyzes the theory ofautonomous learning from both educational and psychological aspects. By doing those, we can have a comprehensive knowledge of autonomous learning and can laythe groundwork for what follows in the thesis.The third part is the analysis about the research. In order to further understandthe present situation of the application of autonomous learning mode in senior highschool history teaching,the author carries out a questionnaire when the author workedas an intern in a senior high school. The author analyzes the existing problems basedon these statistics.The fourth part is the suggestions. For the questions mentioned above, in order tomake better application of autonomic learning in senior high school history teaching,the author put forward some suggestions from the points of teachers and students.From the perspective of teachers activities, the author mainly introduce four methods:formulated teaching goals that propitious to autonomous learning; conductedenvironment that propitious to autonomous learning; choose teaching modes thatpropitious to autonomous learning; use ways of evaluation that propitious toautonomous learning. From the perspective of student activities, the author mainlyfocus on the direction of the students efforts from the aspects of learning activities,motivation, time and resources.In short, application of autonomous learning mode in teaching activity is animportant part of the history curriculum reform. It is also an important way tocultivate students learning ability...