The Strategy Of "Recent Development Area" Applied To High School History Teaching

The basic idea of the new curriculum reform:In the course goal, pay attention to the development of students as "the whole person"; in the course content, the life world and the scientific world; In the course of the implementation of the students to seek the knowledge of the subject construction; in the curriculum management, to create a personalized learning culture. In order to realize this basic idea, the senior high school history educator is active in all kinds of theories and practices. Among them, Vygotsky’s "zone of proximal development" theory tells us teaching should focus on the development of students, to seize the "best teaching period" and seek for the construction of knowledge in the students themselves, for the reform of history teaching in senior high school have a positive reference.On the basis of the summary of the theory of "zone of proximal development", this paper investigates the current situation of the theory of "zone of proximal development" by means of questionnaire and interview. Through the analysis found that in reality by "zone of proximal development" theory to direct the teaching of high school history there are a lot of problems, mainly on the theory of use is not enough attention, and in the use of the process, there are still many problems. This article focuses on the analysis of the reasons for this problem from the view of history teachers, students, the theory of "zone of proximal development" itself and other aspects. Mainly includes the lack of history teachers’ professional quality, teachers’ view of students failed to keep pace with the times, "zone of proximal development" theory itself defects, and students’ learning underpowered, history status difficult to receive attention, academic evaluation methods are monotonous and other factors.Based on the analysis of the above reasons, this paper puts forward some feasible countermeasures. Mainly from two directions:first, a variety of methods to determine the student’s "Zone of proximal development". To determine the current development level of students through the written examination, classroom questioning, fill in the guiding case, check the file bag and so on. Through Piaget’s theory of cognitive development, "the ordinary high school curriculum standard (Experiment)" and other ways to determine the development level of students. On this basis, determine student’s "zone of proximal development". Second, find several ways to use the "zone of proximal development". After determining the student’s "zone of proximal development", this theory is used to guide the teaching of senior high school history. Mainly from the following directions:first, to encourage high school history teachers pay attention to individual differences of students, the implementation of hierarchical teaching, enable every student to develop; Secondly, the hope that high school history teachers to actively and effectively integrate curriculum resources, to build a "scaffolding" for students to help them smoothly across the "zone of proximal development". The methods of integrating curriculum resources include paying close attention to the students’ life world, paying attention to academic research results, focusing on the questions and guiding and developing the group cooperative learning. According to the "zone of proximal development" theory to realize the dynamic evaluation, so that every student can feel the joy of success and development so as to stimulate their learning motivation and promote it better.