High School History Teaching Content Analysis Module And Teaching Strategies

The basic educational curriculum reform which is carrying out in China gives great importance to the mode of cultural history in the senior middle school:the format of the cultural history textbook separate from other two volumes. Though there are negligence and mistakes, this kind of reform reflects the notion of new curriculum reform to a large extent. Due to the presence of the fixed pattern pays attention to political and economic teaching but neglects culture teaching for a long time in the teaching of high school, the research of the teaching content and countermeasures of the mode of culture are not enough:no specialized writings and the research confine to a narrow area of the overall study of the teaching content in high school. The paper aims to make the teachers and students focus on the content of the cultural history mode of high school and provide some reference for future generations to study by exploring the teaching content and teaching strategies of the culture history mode which is experiencing the new curriculum reform.My teaching tasks in the period of practical training is teaching the cultural history in high school:obligatory Ⅲ of Yuelu edition and elective course Ⅳ "Evaluate the historical personage of Chinese and foreign". Therefore, some conclusions are obtained by the introspection and practice in course education in addition to referencing the research methods and models of other modes. In this paper, introduction and Chapter One deal with the research background, purpose, research methods and so on. Chapter Two is concerning the teaching content of cultural history mode by analyzing the appearance, content, status and limitation of textbook of cultural history. Based on the understanding of the new curriculum reform and induction of the inadequacies of the traditional textbook, Chapter Two analyzes the appearance of textbook of cultural history and then combines with the background to explore its content and the characteristics of knowledge. On this basis, the writer elaborates the status of cultural history module textbook and combines with her own doubts and problems encountering in the teaching process, at last, points out the limitations of the cultural history module textbook. Chapter Three mainly illustrates the teaching strategy of cultural history mode, emphasizes the basic principles of teaching and attaches great importance to the historical figures and the roles of motional teaching with my own teaching practice and puts forward my own proposals.