The Implementation Of The Study And Practice Of Experiential Learning In The Junior High School History Teaching

The course reforms of fundamental education propose it is important for students to revolt the current ways to learn. Transforming the ways to learn in essence could gradually alter the exiting situation that centres of course is composed of teachers, classrooms, textbooks, and then promote the development of the innovation consciousness and practice skills of students. It is necessary for teachers also, who have responsibility for this project, to study and practise this important project. I choose the practise of conduct education in junior middle schools as a key point in my study.This thesis describes the practise of conduct education in junior middle schools both in theory and practise. Following is the content described in this thesis.Introduction: necessity and urgency to study this project was mentioned. Chapter One: the definition and types of experience, mainly on the definition and analysis of personal experience was described, including the initiative experience and passive experience; experience through acceptance and creation; experience in tension and protection; experience through anticipative and recall. Chapter Two: Definition and types of conducting education. The definition and fundamental theory of conducting education were described and its characteristics, which are initiative, practicality and long standing, were analysed. Chapter Three: The necessarily to practise conducting education in junior middle schools which are based on the psychology of students, investigation of students learning methods, introspection of traditional education in history, revolution of historical viewpoint, innovation of fundamental reforms of educational courses. Chapter Four: The principle of the conduct education practise in junior high school. Prerequisites of conduct education were described; guide from teachers in the process of conduct education and the ways to choose the content of conducting education were mentioned. Chapter Five: Implementation and assessment of conduct education injunior middle school were discussed according to my personal experience. Measures used are following: 1. Experience historical circumstances, including guide students to experience historical circumstances by watching movies, listening music, usage of multi-media technology, role-player in drama as well as the explanation from teachers.2. Experience from social inspection, visiting and sightseeing.3. Learn through experience by manipulation, such as imitation and appreciation of antique; collecting, protection and arrangement of historical literatures; simple experiments et al. Chapter Six: Conclusion, anticipated purposes of the practise of conduct education: Basic historical knowledge could be deeper understood by students. Students could develop the skills to collaboration, communication, express themselves better, and learn how to discuss issues in various ways. Then society could benefit from historical education ultimately.