The Study On Problem Solving Teaching Mode Of High School

Under the promotion of the curriculum reform, the traditional teaching model has suffered a great dealof impact."What kind of education is the good education" has become the focus of many people. Throughreflecting on the practice of history teaching, we find that reform of history teaching must adhere to theprinciple of inheritance and reform. All kinds of history teaching methods, which are improved on the basisof the "tradition" are all regarding the "accomplishment of the classroom teaching tasks" as the existingpremise and helping students master and understand the content of the text as their ultimate goal. Therefore,in the present historical course and teaching material system and mode, any this kind of teaching reform isrestricted by its specification model and can not produce the "everlasting revolutionary effect" So, underthe premise of reflection on the traditional history teaching and teaching methods, we should explore theways to reform the traditional teaching method, reflect modern teaching theory as far as possible, givestudents the study initiative and pay much attention to students’ interest in history and the cultivation oftheir historical thinking ability. In order to implement our country’s educational policy of historycurriculum, the author aims at the current status of history teaching in middle school, combining with myown history teaching practice to explore the new teaching model--"problem-solving teaching", which canadapt to the needs of the new situation."Problem-solving" teaching is called the foundation of the curriculum reform in the21st century and alsobeing as one of the important teaching methods in this century. In essence, it is a kind of teachingmethodological system. In our country,the work of systematically exploring the "problem-solving"teaching model, which is based on the multiple intelligences theory, is still making progress. But with thecomprehensive advancement of elementary education reform in our country, many history teachers inmiddle school begin to pay much attention to the effect of practicing the "problem solving" teaching model,which speeds up the reform of the new curriculum. Under the premise of reflecting on the traditionalhistory teaching methods,this article tries to explore ways to reform the traditional teaching model, which isfull of vitality and is beneficial for history teachers to improve teaching effect, thus, achieving the moderneducational function of the new curriculum with the characteristics of Chinese Socialism. "Problem-solving" teaching is required to change the traditional "cramming education" teaching model andalter students’ passive learning to initiative and cooperative meaningful learning. Thus, improving students’learning interest in history, making them master the complete knowledge and achieve good grades. Thiskind of teaching model can help students improve their learning attitude and participation enthusiasm. Atthe same time, it is also the effective teaching model for teachers to systematically promote development ofstudents’ knowledge and ability, process and method, and emotional attitude and values formation.This paper consists of five parts,part one mainly introduces the significance, difficult and innovativepoints of the selected topic and the present situation of the "problem-solving" teaching model. The secondpart makes a detailed introduction of the theoretical basis of this kind of teaching in middle school historyteaching, analyzes the value orientation of curriculum reform and the target for the reform of historyteaching,defines three concepts among the "problem","problem solving" and "problem solving teachingmodel" and emphasizes on the inner link among the multiple intelligence, constructivism with the historical"problem-solving". The third part analyzes the characteristic, basic principles and objectives of middleschool history teaching model. The fourth part discusses the application and strategies of"problem-solving" teaching in the history teaching and research. Through the analysis of the experimentalteaching of "problem-solving", proving the superiority of this kind of teaching and putting forward theoverall evaluation and prospect of the "problem-solving" teaching. Finally, it explores the effect of historyteaching in middle school through the questionnaire survey. And this thesis gives the evaluation on"problem-solving" teaching, which requires us make the best use of the advantages and bypass thedisadvantages in the teaching practice. Through studying, we conclude that "problem-solving" teaching, askind of teaching model, can naturally make teaching into the new curriculum, thus, achieving the specificobjectives of the elementary education course reform.