The Study On High School History Asynchronous Teaching Method

After all,National competition is the education competition, times is in development,social in progress, the basical education of primary and secondary school for training thenational personnel should keep pace with The Times. Education development is a key factorto decide the country’s comprehensive national strength, therefore to train talents withinnovative consciousness and innovative ability is the significant problems our nationaleducation reform faces nowadays. The cultivation of innovative consciousness and innovativeability cannot be separated from the students’ autonomous learning and the use of thescientific learning method. Therefore putting forward a new high school history teachingmethod---the high school history asynchronous teaching method, is not only adapt to thedemand of the era of knowledge economy development, but also the inherent requirement ofdeepening the high school history teaching reform.The high school history Asynchronous teaching method is that teachers cultivate thestudents’ scientific thinking mind to reach the purpose of efficient comprehensively improvethe quality of history teaching according to students’ grasp of the history of originalknowledge, mainly of students’ autonomous learning, teachers’ appropriate guidance, throughteachers’ three kinds of guidance form and students’ five kinds of learning forms, and fullusing the effective teaching conditions such as all kinds of visual AIDS, make the teacher’sguidance of "five steps" withthe student’s "six step learning"-inspired closely to orgaize insideand outside all teaching activities. In referring to this article is about the method of asynchronous teaching theory, on the basis of data and questionnaire investigation, firstintroduce asynchronous teaching to high school history teaching in the classroom from theasynchronous teaching method and theoretical basis, the basis of the practice of asynchronousteaching in high school history teaching goal content and principles of mode, synchronousteaching method was compared with the asynchronous teaching method as well as the effectof asynchronous teaching high school history into and reflection,which changes thetraditional synchronous teaching method, combine the advantages of asynchronous teachingmethod with the characteristics of the history to form a kind of history teaching methods withits own characteristics of to improve the quality of high school history teaching, and promotethe high school history lesson real function of education into full play.The first part, through the understanding and analysis of the problem that the currenthigh school history faces, be clear with our research purpose and significance of the newcurriculum reform, and put forward this topic–the high school history asynchronous teachingmethod and the high school history asynchronous teaching connotation, characteristics andtheoretical basis by the research methods such as literature analysis, comparative method.The second part, on the basis of the understanding of the contents of high schoolasynchronous teaching and Li shifa’ asynchronous asynchronous pedagogy, the high schoolhistory teaching should follow the below four basic principles that is independent exploration,democracy and equality, according to their aptitude, inspire revulsive through analysis andsummary, only in this way,the high history teaching can be conducive to improving teachingefficiency and achieve the expected teaching effect. The third part, through stating the execute plan of the high school history asynchronousteaching and synchronous teaching, further sums up the differences and similarities betweenteaching and learning respectively focus, reliance in teaching and learning, teaching formsand training target in the high school history teaching and synchronous teaching.The fourth part, through survey the condition that the high school historyasynchronous teaching method carry out before and after, and analyze the asynchronousteaching effect in high school history teaching, there are the following several aspectsimproved respectively: learn to learn, easing the burden on the teachers’ teaching, andstudents’ ability of analysis problem has increased dramatically.The fifth part, the high school history asynchronous teaching have a certain positiverole both the teachers and students.But at present, there are some misunderstanding in thehigh school history asynchronous teaching method, which requires countries, schools andteachers at all levels reflection to find the methods to solve the problem.Through research, this paper further put forward: the asynchronous teaching methodneeds the recognition and support at all level. First of all, the national reform examinationsystem, adopt multiple approaches to select useful talent; Second, improve the the teachersoverall quality, including professional accomplishment, personality. Thirdly, advocate theasynchronous teaching method widespread application, in view of the interdisciplinaryresearch countries actively promoted and put into staff, open a green channel forasynchronous teaching method application quickly. Through the study of theory and practiceof asynchronous teaching method, ascend teachers and students various aspects ability so asto promote teaching effectiveness and improve the teaching quality.