On The History Of Learning Disabilities Explicit Behavioral And Cognitive Structure Of Diagnosis And Research On Teaching Strategies

Since the expansion of senior high schools in recent years in China, which has affected the quality and structure of students, history teaching in high schools seemingly becomes weaker and weaker. The subject of history, as a major domain for public education and students' personality building, has been facing increasing challenges. Especially with large amount of low-level history learners' emergence, the curriculum reform and teaching activities are interfered and disturbed. Therefore comes the necessity of understanding and analyzing the current group of students who perform poorly in high schools; the necessity of listing their overt behavior in the learning process and locating the problems in their construction of cognitive structures, after which can teachers take measures and find ways to improve the process of cognition construction and help them shape positive cognitive structures, and finally benefit the development of their own and integral ability. The present study is illustrated in five aspects: research background and significance; key concepts; the performance of low-level history learners in senior high schools in China and reasons concerning their poor performance; cognitive structure of low-level history learners; the pedagogic strategies.