Teaching High School History Case

In 1997, Guided Learning Plan was initially proposed in NO.1 Middle School in Jinhua, Zhejiang province, which was put forward to assist the students in studying. In addition, the Guided Learning Plan Approach—a learning style based on the Learning Plan was presented there for the first time as well. Since then, the realm of the secondary school education commenced to focus the attention on the teaching exploration of the Guided Learning Plan. In Shandong province, Guangdong province, Hubei province, Beijing, and Jiangsu province, the educational practice on Guided Learning Plan has been conducted, and the Guided Learning Plan in the course of history is also taken serious consideration.How to design the Guided Learning Plan, how to use it to lead students to study independently, actively, how to achieve the goal of joint development between students and teachers and how to realize the effect of "alleviating burdens for efficiency" is a question worth seeking.From the constructivist learning theory, metacognitive theory, zone of proximal development theory, from the purpose, principles and components of the devise of Guided Learning Plan in history education, from the collection of the materials of Guided Learning Plan, from its application of teaching, of studying, and from its application of teaching evaluation, my thesis ponders and investigates the Guided Learning Plan in the teaching of history education, devises some Guided Learning Plans in the teaching of history education, sums up the compiling of high school history teaching plan and the problems and solutions in teaching application and puts forward the requirements for teachers, students and schools respectively. It can mainly be summarized as the following points:1. Five big problems exist in the compilation of the Guided Learning Plan in the teaching of history education:confusion with the compilation of history teaching plan; inaccurate expression; ambiguity learning objective; errors of the choice of materials; the severity of the tendency of the college entrance examination.2. The problems exist in the use of the Guided Learning Plan in the teaching of history education:management of teachers; guidance being not reaching the designated position; low degree of students'improvement with the Plan and low degree of the participation in optimizing; and the enlargement of the gap between the minority of those students taking great advantage of the Plan and those students not using the Plan.3. Teachers must strengthen the independent study and peer consultations, develop the rational understanding of the Guided Learning Plan in the teaching of history education in high school, interpret and practice accurately the request of the standard of history curriculum in high school, design perfect Learning Plan of history, teach history in combination with the Plan, and attach importance to the teaching feedback and consideration. And for students, they should realize that they themselves are the main roles of history study, and they should make full use of the Plan before, in and after the lectures. Lastly, in the school, inspiring teacher-student evaluation system and effective management mechanism should be established for the implementing of the work of the Plan.My paper does the experimental research on history learning plan on a small scale. It turns out that in high school, making rational use of high-quality history learning plan will contribute to students'independent study, will promote the joint development between teachers and students, and will achieve the goal of alleviating burdens for efficiency.