Investigation And Research On Junior Middle School History Synthetical Practical Activity Curriculum

This thesis focuses on the study and research of junior middle school History SyntheticalPractical Activity Curriculum. The guideline for middle school History Synthetical PracticalActivity Curriculum is to promote the development of the students through history activityclasses. The starting point of the Curriculum is the teaching controlled practice. The basiccharacteristic is student-centered. It is a practical course based on the students’ life andexperience. History Synthetical Practical Activity Curriculum lays emphasis on students’comprehensive practical ability. It also emphasizes to strengthen their innovationconsciousness and ability to explore. It pays much attention to the practice and exploration oflearning method and the promotion of students’ comprehensive ability. The aim of HistorySynthetical Practical Activity class is to arouse students’ interests in learning history andimprove their comprehensive quality, by experiencing in the course.With the implementation and development of the new curriculum and teaching reform,middle school History Synthetical Practical Activity Curriculum guides the direction of thenew curriculum reform through its innovative, practical and comprehensive characteristics. Itplays a vital role in training students’ innovation ability, practical ability and personalitydevelopment. But this curriculum has not been brought to the forefront by schools, teachers,parents or students, though it has such an important effect. The reasons for this phenomenonare various. One is that this curriculum is not in the scope of examination. Another is itinvolves safety, funds, teachers and some other aspects. Besides, the lack of effectiveguidance and supervision from the educational authorities makes the curriculum unoptimisticand fall behind others. Therefore, it has an extremely important theoretical significance andpractical value to go into schools and know about the current status of the curriculum andmake corresponding analysis. Then, effective strategies for further development will be putforward to improve history teaching and education.This thesis uses six middle schools in Zhifu District (including No.3Branch MiddleSchool) as a sample. It draws a conclusion of the reasons why the implementation of HistorySynthetical Practical Activity Curriculum in our district lags behind, by analyzing thequestionnaire survey of teachers and students and combining the problems found in dailyteaching supervising. The study and research is carried out based on these related reasons. Effective strategies for future development are demanded to be found and put into use. Thethesis structure is as follows:The introduction mainly explains the concept of History Synthetical Practical ActivityCurriculum. It talks about the necessity and importance of the implementation of HistorySynthetical Practical Activity Curriculum. It also introduces research status of history activityclasses at home and abroad and the way of studying this topic.Chapter1is a questionnaire about the status of History Synthetical Practical ActivityCurriculum in Zhifu District, attached with the analysis result.Chapter2analyzes the reasons why the implementation of History Synthetical PracticalActivity Curriculum in our district lags behind.Chapter3is mainly about the study and research on junior middle school HistorySynthetical Practical Activity Curriculum implementation strategies, focusing on the designprinciple and type of history activity classes.Chapter4is about the predictive problems in history activity classes. It states mainly fromthe requirements for teachers and several related aspects to deal with in carrying out effectivehistory activity classes.The conclusion part with the assessment on the implementation of History Synthetical Practical Activity Curriculum in middle schools in Zhifu District. It also gives some expectations forfurther development.