High Shcool History Teachers’ Classroom Teaching Effectiveness To Explore Language

The reform of new curriculum requires historical teachers to rebuild fresh conception of teaching and students on the basis of new ideas. The main content of teaching language used as one of the essential teaching tools which cannot be ignored for historical teachers responding to the conception of new curriculum. To give advice and suggestions of improving the efficiency of history class, the paper regards teaching language of historical teachers as the research object, which reviews the effective level of the teaching language from the viewpoint of new curriculumThe introduction and first chapter of this paper mainly explore the former studies about literature review of teaching language and the definition of historical teaching language. The first part concluded the features of historical teaching language in accordance with the results of other researchers, and summarized the basic classification of historical teaching language from teaching cycles and expressive patterns, and then it also pointed out the basic identification of the effectiveness of teaching language in the historical courses. The second part analyzed questionnaire data, teachers’interviews and specific case studies in which they found out the existing problems of teaching language of historical teachers. Of the problems, they include the lack of teachers’basic language skills, the language of instruction model, and the absence of scientificity. What’s more, the overuse of modern teaching technology also weakens teaching language. The third part put forward basic strategies and approaches of increasing the effectiveness of teaching language as a result of analyzing the causes of concrete problems. Historical teachers not only need to prepare a lesson earnestly and design introductory words, questing speech and interlanguage skillfully, but also they continuously improve themselves, change traditional teaching conception, and build up new viewpoint of teaching language. There is no lack of theatrical guidance and practical meaning for these strategies and paths. The study aims to provide certain useful practical meaning and theatrical guidance for front-line teachers and the author who is to step up to the podium.The development of historical teaching language is not going to be an overnight thing, which is promoted by the continual accumulation of theatrical knowledge and practical practice. Only by pursuing effective teaching language persistently can historical teachers create a harmonious and active course for every student to promote their historical abilities.