Study Of The High School History Teaching Conception

With the deepening of the basic education curriculum reform, classroom teaching conception of history has become the focus of attention, it is considered a good measure of a church history class standards. The teaching conception in high school history class, not only command the organization and selection of teaching content, but play a macro-oriented role on the overall on the teaching of history, and carrying the values and ideas of history education. However, the actual teaching in the middle school history class for teaching conception of history is not enough emphasis, many historical lack of scientific and effective classroom teaching conception.In view of the history conception of classroom teaching status, a systematic research of the history classroom teaching conception, being base on classroom teaching practice, through literature research, classroom teaching practice survey, case studies, conception of history teaching systematic study has been conducted in this paper. With specific teaching cases, from the analysis teaching background, foundation excavation conception; choosing the appropriate methods, designing conception teaching; reflection classroom teaching, improving the teaching of conception, it enriches and develops the teaching conception research, and puts forward some new measures about teaching conception.In this paper, the teaching conception from the function, the concept and theoretical principle be described Concisely. From the present situation of the practical needs of teaching conception and current high school history classroom teaching, it takes a point of view on teaching conception of necessity, and put forward the design strategy of conception teaching of history. In this paper, under the observation of gathering information and class questionnaires, random interviews conduct research on the effectiveness of teaching conception quantified. The results show that teaching conception met with some success in actual classroom use, they can improve student interest in learning, students ’initiative thinking, and enhance students’ knowledge and understanding of the profound systemic. But in practice some problems need attention,such as teaching conception of diversity, enthusiasm, command and the times and so on. We hope this study may have some theoretical value and practical significance, and provide a reference for scholars and teachers more involved in this area.