The Research On The Appliance Of "Mastery Learning" Teaching Theory In The Secondary School's History Teaching

In recent years, The New Curriculum Reform of secondary school is being implemented and permeated all over our country, whose core idea is for the development of students, and the history teaching in secondary school also has gained a great progress during the period of change, but it is still facing lots of puzzles and problems desiderating being settled in the course of practising and developing. For example, teachers are so affected mostly by Normal Curve for students'achievements which is one traditional viewpoint that teachers don't give students enough confidence and encouragement; the instructional objectives are sweeping and lack the characteristic of arrangement; the history teaching neglects the cultivation of non- intellectual factors for students; the function of discriminating and selecting in educational assessment still holds the leading role, which deals a blow to the enthusiasm of the students to some extent; at the same time, the teaching in classroom lacks effective feedback and rectification, which leads to that teaching students in accordance of their aptitude can't be well carried out, therefore, all these affect the large-denomination improvement of teaching quality in the subject of history in secondary school. Whereas,"Mastery Learning"teaching theory put forward by Bloom is an individualized teaching practice which is well-established. This theory's basic format is collective teaching in class and it's base is the conviction that"everybody can learn", but also, it pays much attention to timely and effective feedback and rectification, and provides students with enough learning time and separate help, which is for the task of making every student reach the standard and a certain learning level stipulated by curriculum objective.Today in the implementation of quality education, facing history teaching problems and dilemmas in secondary school, researching"Mastery Learning"teaching theory again and applying it to the history teaching in secondary school will help to solve the contradiction between collective teaching and individual differences and the problem that a large number of students exist who have many learning difficulties in studying history, promote the advance of the quality of history teaching in secondary school in large area and the improvement of quality of students in secondary school roundly, meet the educational idea and requirement of the New Curriculum Reform.The main work of this article:1 Through interviews, questionnaires and literature searches and other methods, to reflect the current secondary school students'learning about history curriculum, and further to analyze the existing difficulties in students'history learning and the problems in history teaching.2 On the base of making reference to lots of literatures and related research results, to make a more comprehensive description and analysis on the"Mastery Learning"teaching theory.3 Associated with some enumerated examples, to make a detailed research and exposition on how to use the"Mastery Learning"teaching theory in the actual history teaching in secondary school.4 According to the analysis and depiction of the"Mastery Learning"teaching theory's existing inadequacies, to further point out the areas in which we should make much improvement and development when this theory is being used for the current history teaching in secondary school.