Different Design Of "Anti - Japanese War" And Its Teaching Enlightenment

The "Anti-Japanese War" lesson plays an important role in the high school history teaching, the knowledge system of this text is relatively independent, and it has relatively complete knowledge structure. Anti-Japanese War brought profound influence on Chinese history, even today, many problems between China and Japan are still affected by this war. Japanese history textbook event, Japan is to accelerate the speed of joining the United Nations Security Council, the Diaoyu Islands and other issues are emerging in an endless stream, caused widespread concern of the Chinese people, especially the young students, Many teachers are constantly practice tring how to guide the students who already have certain knowledge to face on the reality and to deepen the understanding of past, also to enhance the sentiment.Combined with my several teaching experiences of "Anti-Japanese War", one is to summarize the modes and effects of several common teaching designs in the practice. In the history teaching of senior high school, there are three kinds of instructional designs:1, teaching design based on the history textbooks; 2, teaching design based on the examinations; 3, teaching design In order to reach the target.Due to limited conditions and the pressure of college entrance examination, many teachers are more likely to use the first two, but in many public teaching activities teachers will consider more about the third kinds of teaching design. In fact, these three kinds of teaching design have their own advantages and disadvantages, and these three kinds of instructional design models are not completely opposite. On the other hand, I want to pay more attention to the changes of teacher’s preparation and teaching from the point of view of my own teaching practice, and then experient the development of history teaching and teachers’ professional, also I can gain experiences and find some problems to be solved. Our new curriculum reform is deepening, It has put forward higher requirements to the development of history teachers, and it also reminds us that teaching history must focus on the development of students and the special education function of history. What I try to improve is that:the teaching based on students development requires us how to deal with it, and what to do before formulate the teaching design, then, when and what can be done to try and effort.