Under The New Curriculum Reform View High School History Teaching Case Analysis

As the time goes, human being has entered the twenty-first century. The world today isundergoing extensive and profound changes, and contemporary China is going through awide-ranging and deep-going transformation. As the major tool of rearing the new generation,education has changed by the time’s transformation. This brings us unprecedented opportunities aswell as unprecedented challenges, with the former outweighing the latter.After the foundation of our nation, curriculum transformation change with the times. Itschanges are the important events of the history of our education. And in this foundation ofconstructivism, this article researches the history teaching model with constructivist learning,teaching concept. According to the inherent research of teaching, combined with the local situationand the new curriculum guidance theory and constructivist thinking on the Ganzhou area ofhistory taught to summarize review and improve, so for Ganzhou case of the new curriculumreform implementation there is a certain practical.Qualitative research is a good description of the phenomenon of functional educationresearch methods. During three months’ teaching practice in Ganzhou No1Middle Scholl, theauthor uses means of qualitative research such as interviews and questionnaires, generallyconcluding the teaching mode which currently accepted in Ganzhou under the influence of thenew curriculum reform---cases teaching method. The teaching model has different forms in thedifferent educational guidance. But choosing which one as the direction to adapt to our nationalcurrent situation, to improve the status of history teaching, to carry out the implement of newcurriculum, is the main issue of this article. After the analysis of the former nine curriculumreforms, especially the tenth curriculum reform, this article finds the constructivism is the mainguidance. And in this foundation of constructivism, this article researches the history teachingmodel with constructivist learning, teaching concept.