On The Personalized Operation Of History Textbooks In Senior High School

Education is a kind of social activity to cultivate people, Because of the different genetic factors and environment, every student causes the individual differences. This difference is embodied in the student’s personality, temperament, ability, individual needs, interests and self-awareness. Teachers should meet the needs of student’s individual learning based on the student’s personality difference, and promote the development of each student on the original basis fully and self education.Homework is an important symbol to measure the learners learning presence of progress, and the degree to which the progress. It is also an important channel to get feedback information of teaching activities. Traditional history homework has single form, monotonous content and absolute evaluation, these are not conducive to students master the knowledge of history, train historical subject ability and develop citizens’ quality. High school is an important period that student’s consciousness of self consciousness and self assessment to establish, this phase of the students have relatively independent value judgment ability and thinking consciousness, They have a desire to explore, care about their personality development. Their self-esteem and moral sense is greatly enhanced. For this, history homework requires corresponding reform to adapt to the student’s individual differences,and make their studies get the greatest development on the original basis, and improve the overall quality of students ultimately.This article is divided into four parts. The first part, clarify the concept of personalized history homework and its theoretical basis. The second part, first of all, review history of the development of personalized homework, next use the existing three versions of the high school history textbooks as an example, analyze the present situation and reform trend of personalized history homework. The third part, design history homework to adapt to the student’s individual differences based on the curriculum goals of history. The fourth part,discusses how to evaluate the personalized history homework.Since the 1980s, High school history homework has carried on the personalized exploration in homework form and ideological content, in order to improve student’s quality, cultivate student’s creative thinking and personality development. But with the further development of new curriculum reform, High school history homework in the lack of personalized design is increasingly apparent. Therefore, we should explore the way to design personalized history homework, set up a personalized history homework evaluation on the basis of the development of student’s independent, cooperated, explored learning style.