Dilemma And Countermeasures In The Practice Of The Application Of Situational Teaching Method In High School History

Situational teaching m ethod is one of the commonly used teach ing methods in high school history lesson.Based on teaching practice and research achievements of pedagogy and psychology,in this paper,by analyzing the requirements of the new curriculum reform,the characteristics of history and psychological cognitive characteristics of senior high school students,it is concluded that the application of the situational teaching method in high school history has its necessity and possibility.But,high school history teachers have m et some problems in the application of the situational teaching method,which restrict the p lay of the positive role.In this context,combined with case studies of high school history in our school and high school history quality class show and selection held in Sichuan Province in 2015,and outstanding cases of high school history teacher quality classes in "Shudu Cup" of Chengdu in 2016,I have combed the current p roblems of th e application of the situa tional teaching method,and analyzed the reasons,and on the basis of this,I put forward som e countermeasures,hoping to give more advice and inspiration to the colleagues who are still in confusion.Through my teaching practice and theory research,this paper first shows that high school history teachers tend to have the following problem s when im plementing situation teaching: situational teaching ways are chosen inappropriately;materials' selection is inappropriate;class tim e's allocation is unreasonable;the students' participation is not high.Then,this paper analyzes the specific causes of the problems: teachers aren't fully prepared for th eir lessons;students lack som e certain knowledge and thinking ability;the way of the school's evaluation of students and teachers is single.Finally,the article puts forward the suggestio ns for improvement in the application of situational teaching method in h igh school history: teachers should m ake full preparations;various situational teaching m ethods should be optim ized;strengthen the guide of students;give full play to the group lesson preparation and enforce the power of the educational research group;the school should build a platform for teachers to implement situational teaching.