A Study On The School-based Research Of History Teachers Under The New Curriculum Reform Background

Along with the development of the new curriculum, professional development of history teacher their own are getting by more and more attention. The promotion of school-based research—a new kind of continue education modes of teachers, which put forward a good solution for history teacher to improve the teaching level and self development. But what practical difficulties of history teacher in the concrete have to face, and how to implement the school-based research strategy, remains to be discussing. This paper through investigation in the area of Zhejiang Wenling on the school-based research of history teacher, and then based on the background of the new curriculum to explore history teacher of school-based research in high school, get a view to the high school history teaching practice with some significance.The introduction of this paper put forward the introduction of problems, the implications of the research at home and abroad, the research status and methods and so on, especially analyze the practical significance of the school-based research of history teacher under the new curriculum background. The second part is mainly to the detailed introduction of school-based study, including the concepts of expression and characteristics of school-based study, research content choice and its practical significance, etc. School-based research as a rising continue learning mode of teachers are getting more and more teachers' attention. Especially the five basic characteristics-autonomy, exploring, validity, generative, sustainability are accelerating the promotion of school-based research, solving the problems in the education teaching to realize the deeper goal in teacher's professional development, based on the school development, improve the professional value reflected on in their own education jobs; The third part are about the significance of the school-based research of history teacher on the new curriculum background.Through the interpretation of history curriculum standard, and points out that the importance of continue-education of history teacher on new curriculum background, and this means school-based research provides a feasible method to solve history teachers' professional development. Analysis from the school level shows that the development of school-based research can promote the way of school management, improve the management efficiency, and to help the construction of the school connotation. And from the teacher development perspectives, the promotion of school-based study can increase history teacher development motivation, enhancing teachers' professional quality, can promote the research system animation standardization, make up for the research of the shortcomings of the system, the traditional teaching mode of before, complement and perfect and improve the efficiency of research system. The main content of the fourth part is combined with the actual situation of school-based study of history teacher in Zhejiang Wenling city. Through the questionnaire data and the analysis of the content of the interview, summarizes the specific problem of the history teacher in developing school-based research process, then analyzes the reasons; I selected6high schools in Zhejiang Wenling city, through the form of questionnaire and visiting, to know the teachers'attitude of school-based study and the actual problems after the implementation of new curriculum reform. I sum up the main situation is underpowered, support is not enough, energy is not strong, uneven strength. Contributing to these problems is mainly because of the understanding error, insufficient knowledge and competence, etc. In addition a lot of objective factors, such as the school teachers in does not support and so on various reasons make the problem. The fifth part is about the promoting strategy. Through updating teachers'idea of school-based study to understand the way of school-based research carried out, and cite specific training mode to history teacher in school-based research to solve the problems, and improve the efficiency of the program to provide specific reference method. The introduction of individual autonomy program, group cooperation, and the inter-school cooperation research program in school-based research, and introduces disciplinary nature in history proposed seminar, watching teaching specific research forms, and matches by the example shows. The last part of the paper is the conclusion and prospect which consolidated and summarized the content of the article.