A Practical Research On "Experience" Teaching Mode In High School History Teaching

At present, under the guidance of the new concept of education, we need notonly to impart knowledge, but more importantly to let the students gain the ability ofacquiring new knowledge and have correct attitudes. In order to find a more suitableteaching mode for the new concept of education and meet the needs for an all-rounddevelopment of students, I choose to study on the “experience” history teaching modein high school history class.This article is mainly from the new concept of education, aiming at cultivatinghigh-quality, all-round talents, combining the “experience” teaching theory withmiddle school history teaching, practically based on my supervisor Lin Xu’s morethan ten years high school history teaching experience putting “Mr. Small” systeminto practice and almost five years postgraduate students’“experience” historyteaching evaluation curriculum, to build the “experience” history teaching mode. The“experience” history teaching system in this article is “Mr. Small” teaching mode.The article is divided into three parts:The first part introduces the construction of high school “experience” historyteaching mode--“Mr. Small” from four aspects. They are its definition, thetheoretical and practical basis, the guiding ideology and principles and the plan ofimplementation.The second part mainly presents the practice of high school “experience”historyteaching mode--“Mr. Small” from three aspects which are the preparation forpractice, the practical research on regular class and the practical research on activityclass. Within this part, the author pays more attention on analyzing the experience oflesson preparation, teaching practice, making up the textbook drama, makingcourseware and the evaluation of class teaching in regular classes. The authoranalyzes the practical experience in activity classes through the experience andresearch learning of the social practice activities featuring local culture.The third part expresses the thoughts of teaching practice mainly from twoaspects which are the preliminary achievements achieved in the practice and theproblems encountered in it.