The Construction Research On PBL Teaching Mode In The High School History

PBL is from the health science curriculum reform in North America30years ago. The application of the PBL theory in teaching first began in the late1960s in North American medical education reform. From the1980s to the1990s, PBL teaching methods applied in many other medical schools It is gradually accepted in North America and Europe, and is widely used in other disciplines. With the extensive application of PBL teaching methods in foreign medical schools and other disciplines, China is also gradually be introduced into the research of their own medical and academic education. From the current situation, China-disciplinary PBL research applied mainly distributed in Chinese, math. English, physics, chemistry, biology and so on. The majority of research is in physics, chemistry and biology. And in history disciplines, especially in high school history, the research is relatively few, which provides a new viewpoint and direction for the establishing and practical research of PBL teaching mode in the studies of high school history disciplines. This study, according to the teaching situation of the high school history, combines PBL teaching mode and high school history teaching to explore a set of feasible and effective classroom teaching program and run mode which is suitable for high school history teaching. This paper designs to provide for the majority of high school history teachers teaching reference and practice guidance, the transformation of traditional indoctrination teaching mode, change the current situation of teaching, emphasis on problem-centered, innovate students’ learning way. cultivate and enhance students’ self-exploration, cooperative learning, analysis and problem-solving ability.The paper is divided into five sections:introduction part introduces the reason of the research topic, the purpose and significance, the research ideas and methods, the emphasis and difficulty, as well as the review and comments of the PBL research literature at home and abroad. The second part mainly discusses and elaborated the implications of the PBL teaching mode in high school history. The PBL teaching mode in high school history is an emphasis on problem-based teaching method, is refers in situations of high school history problems in real students, in the history of teacher’s guidance and encouragement, through independent study and cooperative learning method. discovery, exploration and analysis of relevant historical issues, acquisition of historical knowledge and skills, historical and cultural connotation and value in the history of broad and profound knowledge and experience, to cultivate their own sense of national pride and a sense of historical responsibility, enhance their cultural connotation and accomplishment, enhance their knowledge, experience, found the problem, with the ability to analyze and solve problems. The third part, on the basis of the introduction to the meaning, the value, and the practical significance of the theory which take for example respectively the constructivist learning theory, the humanistic theory, and the situated learning theory and the cooperative learning theory, explores educational theory basis which is in line with the characteristics of our high school history disciplines and teaching trend, and as a theoretical premise and basis for the high school history of PBL practice research. The fourth part is the core part of this research, mainly to explore the main content of the construction of high school history PBL teaching mode, including the high school history PBL teaching target, teaching characteristics, teaching principles, teaching process, teaching evaluation and so on. The last part of the PBL teaching model of high school history for classroom practice thinking and suggestions, including the construction of the high school history teaching class PBL learning community, build teaching negotiation curriculum high school history PBL and so on.