The Application Of Problem-Based Teaching In The Elective Module Of Senior High School History

The paper attempts to use typical lesson analysis, questionnaire, educational experiments, interviews and other methods of classroom study to explore how to better apply the problem-based teaching model to the teaching of elective course of high school history both in theory and practice.This paper consists of five parts. In the first part,the author elaborates the background and meaning of popularizing the "problem-based teaching" from the perspective of the demand of the age and the course reform. It then introduces the research status of "problem-based teaching" home and abroad. In the second part, it analyses the concept of problem-based teaching and its theoretical basis, and also explores the strategies and means to apply it into the teaching of senior high school history course (new). In the third part, the author analyses the present condition of "problem-based teaching" in senior high school, the status of "problem-based teaching" in the implementation of the new course, the relation between the new history course and "problem-based teaching" in senior high school.In the fourth part, according to the specific content of the teaching material of the elective module and the three main class types (i.e. new lesson teaching, review and test paper explanation), it puts forward some rational, effective and feasible strategies for "problem-based teaching", whose effect will be tested by peer teachers in their teaching practice, and which will provide certain reference value for the reform of classroom teaching of history. This is where the innovation of this paper lies. The fifth part, by analyzing and summarizing the teaching experiment and survey data, it concludes that the "problem-based teaching" can effectively foster students’problem consciousness and the ability to solve problems. In addition, the author analyses several factors that shall be paid attention to in the process of strategy application in the new course. Finally, the author points out that no strategy is all-powerful. The teachers should deal with and apply it flexibly according the special circumstance in the classroom.