High School History Classroom Teaching Effectiveness Research

Since the new curriculum reform, history teachers devote themselves to teachingexperiment with great enthusiasm and have explored a variety of teaching methods andteaching models, making our present history teaching take on a satisfactory picture full ofvigour. But after reflecting on our teaching calmly, there remain many problems: the teachinggoal design is unreasonable, lacking guidance and the ability of predicting; the large quantityof teaching content is too complex but without a careful selection; the teaching methods isvarious, flexible but a mere formality; teaching evaluation of the subject and teachingmethods are limited. Therefore, the results are not just, scientific; students are lack ofeffective methods of learning guidance and so on. The existence of these problems make ithard for our teachers to teach students well, and students also find it difficulty to learn well,affecting the classroom teaching effect, and the phenomenon is against the idea of the newcourse reform.Adopting an effective classroom teaching method is a better way to solve the problems.Following the new curriculum idea, the effectiveness of high school history classroomteaching in the teaching process is that teachers prepare the teaching content careflly andtimely adopt various teaching methods to maximize the mobilization of students to participatein classroom teaching, actively involved in the interaction between teachers and students, soas to make every student obtain knowledge and form in history historical ability, cultivatenoble sentiments and gain sustainable development.Using a variety of methods, from different angles and guide the students’ learning spiritto actively participate, it can help to enhance the professional quality of teachers and improveteaching quality and provide reference, and promote their continuous reflection, continuousimprovement and professional level; it helps to make the students master the effectivelearning methods and experience happiness, so as to improve the learning efficiency, learningachievement, achieve comprehensive progress.This paper uses literature method, questionnaire survey method, interview method,observation method and so on to study the effectiveness of the high school history classroomteaching. It’ s expectated to put forward effectiveness strategies of raising high school history classroom teaching through the analysis of high school history teaching present situationaccording to education, psychology, history curriculum and teaching theory and other relatedtheories.In addition to the introduction and conclusion, this paper consists of three chapters. Thefirst chapter, theory basis of high school history classroom teaching effectiveness.It includesthe Marx doctrine on man’s all-round development theory; constructivist learning theory;multiple intelligence theory; the teaching optimization theory—four kinds of theoreticalbasis.The second chapter, analysis of high school history classroom teaching situation.Itincludes the high school history questionnaire from teachers and students. Teachersinvestigation involves the design of teaching target, teaching content, teaching methods,teaching evaluation standard. Students investigation involves interest in history learning,learning initiative of students, class participation, learning methods and so on.The authorattempts to analyse the results of the investigation and data to find the problems in currenthistory classroom teaching, to provide support of improving research in classroom teachingeffectiveness.The third chapter, enhances strategies of efficiency of the high school history classroomteaching. It is expected to guide their teaching by changing traditional idea and using the newcurriculum philosophy. It discusses comprehensive analysis of students and teaching materials,scientific design of teaching target teaching, rational choice of teaching contents, changeabout teaching all the time, flexible use of various teaching methods, not judging only byscores, adhering to the diversification evaluation, establishment of the main position ofstudents, the implementation of efficient learning strategies.