Research And Practice Of History Course Task-driving Teaching Mode

“Task-driving” teaching mode in regular high school’s history teaching is an importantsubject in research and practice of current history teaching. Through the connection betweentheory and practical teaching, this paper studies the “task-driving” teaching mode in regularhigh school’s history teaching by adopting literature method and interview method. Thispaper consists of third parts: the first part demonstrates theoretical foundation of“task-driving” teaching mode. It should first and foremost identify the theoretical foundationof “task-driving” teaching mode which is the basic work in this research. The second part isthe important part of this paper. It shows frame structure and specific measures of“task-driving” teaching mode in regular high school’s history teaching. Currently, the“task-driving” teaching mode in regular high school’s history teaching has initially formed thebasic structure of “taking tasks as the thread, taking students as the leading factor and relyingmainly on the teacher”. The specific teaching process can be divided into five links: teacherand students’ preparation before class----task design----task-based activities----taskcompletion----summarize and evaluation, which structures an effective mode of“task-driving” teaching mode in regular high school’s history teaching. Part third makes acase design for “task-driving” teaching mode in regular high school’s history teaching, andthen analyzes this case, and makes practical teaching in school based on this. This researchand practice presents that: the implementation of “task-driving” teaching mode in regular highschool’s history teaching can be able to stimulate students interests for history learning,increase their history culture, and enhance their history thinking ability and innovationcapacity. Seeing from the research results, we know that applying “task-driving” teachingmode to regular high school’s history teaching not only fits for physical and psychologicaldevelopment characteristics of high school students but also conforms to the teaching modeinitiated by curriculum reform. Basing on this theoretical analysis and practical research, thispaper aims at doing some help to those who is involved in history teaching in regular highschool.