The High School History Teaching Organization "Form"

With the deepening of quality education and transition to the quality education of theexam-oriented education, the problems in traditional high school history teaching arebecoming more and more prominent, which has become the bottleneck to restrict the growthof talent. As a result, it has hindered the social development and progress. The qualityeducation advocates "people-oriented", and pays attention to highlighting the dominantposition of the students. This requires educators to reform the traditional high school historyteaching forms. we should not only reform be inopportune or inappropriate teaching idea, butalso reform the teaching practice, to explore new teaching organization form through researchand innovation.Aiming at overcoming the disadvantages of the traditional high school history teachingorganization form, this paper will analyze the teaching form of high school history teaching,taking author’s school as the example, has carried on the exploration and Research on the highschool history teaching organization form. The structure of this paper is as follows:The first chapter is the introduction, mainly expounds the research of this problem, the highschool history teaching form and situation, the research methods and the significance of thisstudy;The second chapter is an overview of the concept of history teaching form, including theconcept of teaching form, the high school history teaching organization form and its historicalevolution, reform tendency of high school history teaching form in China;The third chapter analyzes the advantages and disadvantages of traditional high schoolhistory teaching;The fourth chapter discusses the new forms of high school history teaching and theimplementation strategies;The last part is the conclusion, including the conclusion and the prospect of developmenttrend of teaching form high school history in China.At present, in middle and primary schools in China, there is a wave of organizational formof teaching reform and the organizational form of history teaching in senior middle schools ofvarious types. We must be scientific. We should have dialectical view of every form ofteaching organization reform. Reform is not to do the original things down, but to refer to the inheritance and innovation. Reform should proceed from reality,respect the laws of education,respect students differences. We should face the students’ differences, satisfy their differencesand take developing their differences as the basis principle.