The Research On "Teaching Conception" From The Perspective Of The Course Of History In The Senior High School

Teaching conception means the main ideas including teachers’thinking and their teaching intentions, which are set up by the curriculum standards based on the textbooks. To confirm the teaching conception of a class is to make students deepen their understanding of historical study and fully activate the functions of the historical subject in education. It is required to have teaching conception in political history, economic history and cultural history without any exception. Due to the conventional teaching conception, the contents of examinations and teachers’self-cognition cultivation, teachers at the forefront are inclined to focus on the implementation of knowledge points or simply turn the cultural history class into the art appreciation class when it comes to the teaching of cultural history. Therefore, the author hopes to probe into the teaching conception by citing the example of cultural history of the senior high school (required course III) and make reference to teaching of political history and economic history as well as offer some valuable advice to teachers at the forefront.This paper includes five parts. In the first part (i.e. the introduction part), the author intends to discuss the reasons for choosing this topic, the significance of this-paper, the definition of "conception" and "teaching conception", the research fruit made by previous researchers via theories, cases and the teaching conception of cultural history teaching as well as the research ideas and innovative aspects of this paper.The second part is the investigation based on the current situation in the teaching conception of cultural history in senior high schools by means of questionnaire surveys, interviews, observations made in classes and the analyses of teaching plans. According to the findings, few teachers at the forefront were dedicated to the teaching conception though many of them have already realized the importance of teaching conception. On the other hand, efforts made by some teachers would soon be offset by factors like personal cognition and situations.The third part refers to the analyses based on findings. The utilitarian tendency in education leads to the hot pursuit of scores and the rate of admission into higher schools but fails to focus on the real development of students. In addition, the exam-oriented situation incurs the fact that most teachers only care about "shortcuts" in exams and barely devote themselves to the enhancement of their professional abilities. As a result, it is difficult to upgrade the poor teaching conception. Since the factors mentioned above are closely related, it would put teacher in a negative position if we did not take the teaching conception seriously.The fourth part aims at the strategies of the cultural history teaching. Given the analyses in the third part besides the requirements of the teaching reform, the author offers five suggestions. That is, to upgrade the teaching ideas as well as professional abilities, judgments made by study conditions, to figure out the purpose of the curriculum standards, to tell the difference between the curriculum standards and the textbooks and to choose the right direction of the teaching conception through different strategies applied in teaching cases.The fifth part focuses on the elaboration of relative problems reflected in the history teaching of senior high school when it comes to the teaching conception. Combined with the discussions of cultural history teaching and the current conditions related to the comprehension and the misunderstanding based on the feedback about the teaching conception given by the teachers at the forefront, the author defines "the teaching conception" as the exploration in teaching topics as well as contents with an eye to avoiding plagiarism or blindly pursuing novelty regarding every single aspect of historical teaching.