The Practice Research Of Ontological Knowledge Reconstruction For High School History Teacher

In September2012, high schools in Guangxi zhuang Autonomous Region started a new curriculum reform. As the last region to perform the new curriculum reform, it has focused the attention of professional experts and teachers nationwide. After learning the new curriculum standards, the teachers, academics and administrators all exclaimed that this reform has an overriding power, because the new curriculum completely abandoned the idea of traditional school education system having existed in the past. With a new education system, teachers, students, teaching materials, and curriculum must also be changed. The local government with schools and teachers are actively engaged in learning the new theory, pursuing the concept of the new education. However, teachers’ ignoring the importance of lacking self-development awareness and the lack of own intellectual make the even excellent teaching methods and the advanced teaching theories become hollow as water without sources.This thesis is based on the new curriculum reform in Guangxi. Now many history teachers in high school are lack of ontology knowledge. It provides some effective strategies and ways for the teachers to reconstruct the knowledge system according to study the knowledge framework of the new history textbook of senior high school and conduct a survey. After the implementation of new teaching material, the old knowledge framework is changed into special history chapter. The new teaching materials blend politics, economy, culture, reform and war together in the history chapter at all times and in all countries. The new teaching material has big span and many new views of history. In order to adapt to the change and demand of the new curriculum, teachers need to improve and reconstruct their own history knowledge, interdisciplinary knowledge and other teaching knowledge. The research method of this thesis is interview. The interview objects include many high school history teachers in GuangXi and the normal students of history department in GuangXi teaching colleges. Using different interview ways, such as face-to-face interviews, written interviews and telephone interviews, I conducted the survey to know their views of the new curriculum reform and the new teaching material and the ways that they use to make up for their deficiencies in their own ontology knowledge. Finally, based on the survey results, this thesis provides some strategies for the teachers to reconstruct their own ontology knowledge according to combine the psychological characteristics of high school students with their history emotional acceptance.For the path of history teachers reconstruct its own body of knowledge, this article from the two angle provides for teachers to reconstruct its own body of knowledge:First of all, from the teachers of internal reconstruction which include changing the concept of education, learning multidisciplinary and paying attention to the historical accumulation and focus on restructuring procedure and practical knowledge’s combination. Second, teachers from the external of reconstruction which including the upgrading of the effectiveness of training, to participate in the lesson teaching, reconstruction of history textbooks, pay attention to teaching and research activities and cherish students mentioned requirements. In order to prove its authenticity and operability, through the analysis of actual case to show concrete methods of reconstruction and with a few authors practice teaching segment. In the part of reflection, first of all to rethink from the classroom, students’ response, peer advice and oneself feel changes, lifting and deficiency during the internship. Second, put forward some viewpoints of the strategies and advice about Normal University Department of history, professional curriculum, learning situation and reading. Finally, give some suggestions about high school history teachers reconfiguration ontology knowledge.Teachers are the leaders of the new curriculum. Teachers can internalize the knowledge framework of new history textbook effectively only if their ontological knowledge is reconstructed. They will become at ease during teaching and can convey knowledge to achieve emotional teaching and complete three objectives of the new curriculum. In this way, they will become history teachers who can adapt to the future teaching according to hard study and constant progress.