A Study On The Competition Of Middle School History Classroom Teaching

As a selective competition, middle school history classroom teaching competition not only gives history teachers the opportunity to display their teaching ability and teaching level to a large extent but also can absorb the advanced experience from the same walks, promote the reflection of their own teaching, and to facilitate the improvement of their teaching quality. That is to say, the development of the middle school history classroom teaching competition plays a vital practical role in both the demonstration effect and the professional leading.Based on review of the existing research results, the author made a questionnaire on the issue of the current situation and evaluation of the middle school history classroom teaching competition. Participants include parts of history teachers from middle school in a scope of Nanjing, Yangzhou and Zhenjiang cities, Jiangsu Province. The questionnaire is made mainly based on three dimensions:the first starts from the organizational level of the competition; the second is from the class teaching level; and the third one is from the evaluation system level. The analysis is done after analyzing the samples collected by software SPSS 17.0. It starts from the variable factors such as gender, age, teaching experience and occupation title. The aim of the analysis is to figure out the effect these factors imposed on these three dimensions. Through the survey data, the following conclusions are summarized:(1) both seniority and age have effects on the selection of competition course content; (2) age poses an obvious effect on the competition course topic selection; (3) the competition level has a remarkable effect in the cohesion degree; (4) the competition level has a significant effect in the secondary development method; (5) there is a significant correlation between the school level and the way of exploring activities; (6) there is a significant correlation between gender and the main form of homework; (7) different competition level will generate different competition selection;(8) there is a difference in the selection of assessment standards according to different gender. There is a significant correlation between gender and goal setting. Different variables have different impact on the three dimensions.Based on the survey, it is not difficult to find out that there are teachers choosing a competition course content that is not reasonable, selecting topics that is not careful enough. In most situation, the competition is just a temporary creation. The active exploration actually has lost its nature. The secondary development of teaching material is not reasonable. The form homework is quite single and the expert guidance lacks professional. What’s worse, the class evaluation standard is not fair, transparent, scientific and reasonable enough in the present middle school history classroom teaching competition. To solve these problems, dimension levels of organization, teachers, assessment, and other aspects should be taking into consideration while developing the pertinent improvement strategy. In the organizational level, while setting up the innovation teaching competition rules, strive to establish a sound and complete competition management mechanism and build and strengthen the incentive and guarantee mechanism of history competition results; in the level of teachers, improve history teacher’s ability in historical interpretation and the ability in teaching resources’development and integration. Based on the above ability, try to innovate the classroom teaching mode; In the evaluation level, set up a just and equal discourse system between valuators and the person been valued. Apply the assessment method of quality and quantity to establish a scientific assessment of history classroom teaching.