History "class Internal Classification Of Ecological Classroom Study

History has been regarded as an important subject to carry on national cultural heritageand shape the national spirit. But what brings about universal concerns is that history teachingitself is in an awkward position at present. On one hand, the teaching content is boring and thestudents show little interest in learning; on the other hand, the teachers feel frustrated to teach.As a pioneer in the teaching reform our school has done some significant reform in historyclass and is experiencing a huge change in the teaching method, but there are still a lot ofproblems that can be summarized as ten “more” ten “less”. That is, there is more telling a talethan creating situations; more inefficient interaction than discovering; more memory thanencouraging innovation; more insisting on consistence, than encouraging development of thepersonality; more teaching content than intellectual activities; more explicit content thanhidden content; more tasks than fun activities; more criticism and than incentive praise; moredefaulting problems than stimulating thinking; more repeated jobs than layered arrangement.With this kind of method of teaching, students feel too bored to learn, and teachers feel toohard to teach. It is obviously still a far way from the spirit of the new curriculum and qualityeducation. The reform of teaching method is reqired.The purpose of this study is to sovle the existing problems in the history class, and tobuild an eco-class with a harmonious relationship between teachers and students, teaching andlearning, curricular and extracurricular activities, teaching objectives and teaching methods,education and teaching. With more vitality, this kind of eco-class can really expose the natureof teachers and students, and encourage students to discover new field of knowledge withcuriosity, to think critically and to generate outcomes. And therefore, students can have theinitiative to learn, thoroughly develop their potential, and fulfill the all-rounded education,such as in both moral and talent, intellect and emotion, brain and hand work, health andintelligence. The teachers gain the success of upgrade themselves while educating students,and therefore achieving the mutual recognition of the teachers and students, sharingknowledge, sharing wisdom, sharing the value and meaning of life together.In the paper, with a combination of documentary research, survey statistics, case analysis,observation and other methods, the author carried out a detailed analysis of the background of the “Lamination Teaching in History Eco-Class” on the basis of related theories. The conceptof “eco-group”and "eco-class" has been redefined and the author comes up with six strategiesto build eco-class, that is, with formation of ecological concepts as the precondition, withbuilding the eco-teams as the method, with the eco-learning guild as the base, with theeco-guide research as the focus, with building eco-mode as the key and with eco-evaluation asthe guarantee of the implementation.The strategy of how to build “Lamination Teaching in History Eco-Class” is the maininnovations in the paper. I hope it will be dedicated to promoting the History Eco-Class inour school, and meanwhile, I would be feel gratified if this study can also benefit the teachingreforms in other high schools.