Constructivist Theory And The Teaching Of History Combined Research And Practice

As the new curriculum reform, as the new curriculum reform guiding ideology of Constructivism has swept the entire education sector in China. Constructivism learning theory and the study of history teaching practice combining brings to history teaching in high school a lot of inspiration. Overview of the theory of this article, case study, explained the theory of Constructivism is the introduction of the new curriculum reform in proven learning theory, in guiding effect in history teaching in high school. This article is divided into three main sections: start with the analysis of the actual development of the first part of the new curriculum reform, put forward the theory of constructivism and study on the significance of the combination of history teaching in high school. First describes the occurrence and development of constructivism, and then elaborate on the basic viewpoint of Constructivism learning theory: knowledge and learning, students, and teachers, classrooms and teaching views. On this basis, further describes the characteristics and the advocate of Constructivism constructivist classroom constructivist teaching strategies and classroom environment, that is, "scaffolding", "anchored instruction", "random access instruction". History of the second part of the high school under the guidance of Constructivism teaching design and teaching practice is the focus of this article. Under the guidance of Constructivism teaching design of student-centered, emphasizing students ' autonomous learning and creative spirit; emphasis on collaborative learning, creating situations, meaning construction. Author long-term engaged in history teaching, in construction doctrine learning theory guidance Xia on bracket type, and broke down type, and random entered type this three species proven of teaching policy for has system of, and long period of, and large range of instance teaching experimental, these instance not only content covers wide, and in each class cases How are has teaching feedback, and take questionnaire investigation analysis method, will about research problem design into several specific problem, by must rules arranged, prepared problematic form, referred to the investigation object fill in, and recovered finishing analysis, to came conclusions. In the specific practice of classroom teaching in the information and data collected to study theory of Constructivism architecture in senior middle school history teaching in the practice of specific application, provides a reference model. The third part is the real reflection on the application of Constructivism theory in the teaching of some. Blind use of constructivism, for some teachers in the application of constructivism in the teaching of the misconduct and Constructivism itself has some limitations doing detailed analysis; aims to further play the good guidance of constructivist theory, constructivism theory in the reform of teaching can be rational and healthy development.