High School History Study Of "Non-directive" Teaching Mode

With the deepening of the new national curriculum reform forward, to explore a suitable school history classroom teaching model is imperative. However, the traditional high school history classroom teaching mode is a teacher-centered to impart knowledge for the direct purpose of teaching mode, and the formation of teachers one-way traffic, the students passive acceptance of the situation, the students in learning the subject ignored a. In the relationship of knowledge, ability and quality, this mode of education is too much emphasis on imparting knowledge, neglect the cultivation of students ’abilities. especially the ability to innovate, to focus only on the students’ knowledge of memory storage, rather than focus on the development of their comprehensive quality and innovative ability. Not conducive to nurturing students’ creative thinking, divergent thinking, critical thinking, is not conducive to adapt to the era of knowledge economy,"the cultivation of innovative talents", can not meet the needs of education in the new era."Non-directive" teaching in the United States in the1960s, it is advocated by the American humanistic psychologist Rogers proposed."Non-directive" teaching model advocated by the "non-directive" is not without guidance, but without clear guidance."Non-directive" teaching ideas to encourage students to actively into the classroom, bold exchanges, learn to cooperate, willing to share ideas and the formation of independent learning.Of the "non-directive" teaching mode of research, will help improve student learning initiative, to develop their cooperation and innovation, so as to further improve the quality of classroom learning students.The first part is an introduction, mainly elaborate on the research topic, discusses topics of the reason, the significance and value of research status at home and abroad, research methods and heavy and difficult and innovation content.The second part is mainly discussed "non-directive" teaching mode in school history teaching high school history practice situation, the traditional high school history classroom teaching mode and briefly describes the "non-directive" teaching model high school historyapplication Status and prospects its practical outlook. The third part discusses high school history the specific use of "non-directive" teaching mode around the history of "non-directive" teaching mode implementation steps, from the pre-class preparation before class analog lesson and after-school summary expanddiscussed. And high school history the implementation of the "non-directive" teaching mode some description and introduction.The fourth part, to carry out the analysis and discusses "non-directive" teaching mode required attention in the practice of teaching high school history, the commencement of increased growth, in order to adapt to the actual classroom teaching high school history.The fifth part, mainly secondary school teachers and students, the practical effect of the questionnaire assessment of high school history teaching mode of "non-directive" in the implementation process. Finally, the limitations of assessment and reflection on the "non-directive" teaching mode.Part VI conclusion, concise summary of this article with statements and analysis of the high school history teaching mode of "non-directive" on the theoretical and practical problems that may arise.