A Study On The Practice Of "Slow Education" In The Senior High School Classroom-Teaching Of History

Although education and social development counterparts, but it is not synchronous. Education is a kind of slow art, history teaching is no exception. The practice of slow education in senior high school classroom-teaching of history is the essence of education response, reflection on the classroom speeding situation, concerns on the growth of students’health.In fact, the idea of slow education is not discovered or mentioned today, and it has a long history. The ancient Western philosophers, such as Kong Zi, Liu Zongyuan, Zhu Xi, Wang Socrates, Platon and Aristotle, both in the teaching practice slow education. In modern times, Chinese and foreign educators, such as Ye Shengtao, Wei Shusheng, Johann Amos Comenius, Rousseau, Herbart, Steiner works with a slow education thoughts. Many educators paper can provide a solid theoretical foundation to this paper.The practice of slow education in senior high school classroom-teaching of history is closely around two key points:how to slow down the classroom and how to make the classroom slow. In this regard, I think that on the one hand it requires teachers to increase professional knowledge. Specifically, teachers need to integrate the historical facts, constructivist framework, let the classroom order in slow; the selection of materials, rich connotation, let the classroom taste in slow. On the other hand is the interaction between teachers and students. It advocates a teacher-student interaction. Specifically, teachers need a permanent space, the students’ consciousness of reading, let the classroom think in slow; teachers set ingeniously the situation, the students’autonomy of interpreting, let the classroom analysis in slow; teachers set specifically atmosphere, students’ freedom of expression, let the classroom reap the benefits in slow; teachers blank, students spontaneously feeling, let the classroom gain experience in slowThe practice of slow education in senior high school classroom-teaching of history must persist in the three principles of the students as the essence, the embodiment of the discipline essence and the fusion of the advanced idea, in order to control slow education speed, dig depth, and widen breadth.The practice of slow education in senior high school classroom-teaching of history is a meaningful activity. It helps students into history, improve speculative ability; into classroom, increase the desire for knowledge; into education, healthy personality. It is also beneficial to the teachers to enhance teaching state that they try to transcend the utilitarian realm and pursue the moral realm actively. It is conducive to improve teachers’ teaching skills that learn to adjust the rhythm and atmosphere of the classroom and skillfully use all kinds of teaching methods.In reality, the implementation of slow education is not complete with the condition. Because of the utilitarian and the universal tendency of the school education, it is not slow. And the concept of backward, the target deviation, way out of date also lead to family education does not understand slowly. The content and the mentality of force promote social education to the slow. These phenomena undoubtedly increased the difficulty of the implementation of the slow education; therefore, teachers should pay more effort.