The Exploration Of Theory And The Practice On High School History Teaching Design

On the basis of the teaching practice, this paper combes out the dynamic trendon high school history teaching design and finds that there exist manydeficiencies,which displays in the following aspects: history teaching design theorybasis is not solid enough; research system remains to be perfect;teaching links inhistory teaching design need regulating; in the teaching process, students are not putin place, neither are teaching effects. Therefore, this paper further optimizes thebasic links of history teaching design in senior middle school, adheres to the unityof the learning analysis, standard analysis, curriculum resources, teachingobjectives,teaching strategies and self-reflection. With detailed cases, it analyses themisunderstanding likely to have in the links of teaching design. From the practice ofteaching design,some general principles, which should be stuck to in the historyteaching design, are refined. It is the basic feature of history that history is out of thehistory and the theory comes out of history; the interactive generation and anintegral whole are the basic concept of modern teaching design thought; it is theprominent advantages of history to adhere to the cultivation of critical thinking.The acceptance history design, which is traditionally centered on teachingconforms to the narrative characteristics of history teaching, is still the mainstreamof the reality of high school history teaching mode.It is largely based on behaviorismand cognitive learning theory.The heuristic teaching contributes to students’learninghistory knowledge more abstract and difficult. Taking revolution as an example, thispaper further standardizes the basic link of history teaching design, takes thehistoriography theory as an introduction, selects historical data to find thebreakthrough point of the students cognitive history,and from many angles leadsstudents to understand the causes of the the Xin-hai revolution and theestablishment of the people’s republic of China,thus realizing the combination of thehistory theory, professional knowledge and teaching design theory, and fullyhighlighting the features and advantages of the reception history teaching design.Discovery history teaching design centered on students can make up for the deficiency from the reception history teaching design in exerting students initiativeand enthusiasm, and promote the students autonomous learning, collaborativelearning and meaning construction. It is an important way of history teaching designand has a huge space for development.The paper takes the set up of the federalgovernment as a case, where by applying the anchored constructivism learningtheory and the scaffolding instruction pattern, students are lead into the assemblyhall. They fully voice their opinion,and decisively exercise their voting rights, thuseffectively completing the construction of the meaning of federalism and presidentialdemocratic republic, Besides, through the analysis of the textbook mistakeexpression, it promotes the development of students critical thinking.The evaluation of history teaching design takes an critical role in furtherpromoting the teaching design. From the perspectives of advanced ideas, clarity ofgoals,the reliability in content and the validity of the results, the paper, whichcombines the analysis of concrete teaching cases, reveals that history teachingshould adhere to the unique evaluation standards.By analyzing the developmenttrend of history teaching design, we can deepen our understanding of teachingdesign. Various development trend appears in history teaching design, such as thediversified teaching design ideas, the increasing integration of informationtechnology,the combination of various teaching strategies and the bilingualteaching contents as well as "e learning" environment, which is doomed to have aqualitative leap.