The Reasearch On High School History Difference Teaching Strategy

Differentiated education refers to the education where teachers base class collective teaching on students' individual difference to satisfy the individual learning needs and promote the teaching,during the course of which each student is fully developed on the original basis.It is one of the important measures to conduct Ordinary High School History Curriculum Standards.At present,many scholars study differentiated education in a theoretical way rather than in a practical way.Nowadays,scholars focus differentiated education on theory instead of rich and specific teachig researches.Although some scholars in Gansu Province experience the dominant differentiated education of mathematics and physical education,no scholars in Gansu Province have tried to study the differentiated education of history.The thesis is aimed at Tianshui Number 1 High School in which the exisiting circumstances and problems of differentiated education is deeply and objectively considered to have some weaknesses and strengths.Eventually,some specific and practical strategies are presented.Dividing freshmen into different classes,Tianshui NO.1 High School excells in makig full use of the students' knowledge reserve and personal development.Considering the difference in different classes,the history teachers' teaching goals,the depth of explaining important and difficult points and the design of examination questions differ.However,at present the following problems are worth consideration-less time is spent in exploring students;teaching ideas are seldom renewed by some history teachers.In the meantime,differentiated education is not put into effective practice.Besides,a set of systematic strategies of history differentiated education are lacking.As far as I am concerned,the history differentiated education in Tianshui NO.1 High School is not put into effective practice.The important reasons are as follows.First,teaching resources are limited.Also,College Extrance Examinations are highly stressful.Besides,the school and society judge students by their marks.Combining the practice of differentiated education in Tianshui NO.1 High School with history teaching itself,the thesis presents a series of specific strategies: before class history teachers conduct surveys and family visitig so as to explore students;owing to the actual conditions of students in different classes,gradient teaching aims,class questions,homework,examination questions,judgement and so on are designed;in class students' implicit layering is conducted to protect poor students' self-esteem and have flexible group discussions;after class colorul history teaching activities and school optional courses help to interest students in learning history.In the meanwhile,acarefully-designed lesson case,which to the fullest used differentiated education in the aspects of understanding learing conditions,teaching aims,homework,judge etc.was generally accepted by students and attain better teaching results.In the practice of teaching history of new era,teachers should realise difference,respect difference,learn further and understand differentiated education ideas.Every teaching procedure should be focused on students to help the excellent students to develop further and the midium,poor students to improve further.As a result,history teaching serves students better to improve their quality of history and culture comprehensively.It is hoped that the set of systematical strategies and solutions can provide experiences and references for differentiated education of other high schools in Gansu Province,and even northwest China.