The Strategies Of Interdisciplinary Resources Integration In Senior Middle School

Interdisciplinary resources integration in high school history teaching is a teaching methods, point to realize the teaching goal more effectively. In order to realize it, teacher or students must collect diferent disciplines knowledge or resources together focus on the same teaching goal, then combine those resources effectively and apply it to teaching.There are enough theories basic for applying this method into high school history teaching. Can meet the needs of the development of the historical discipline integration to promote the all-round development of students, to adapt to the new curriculum reform the basic spirit of the college entrance examination, enhance the level of teachers' specialization and play the social function of history education.Through the survey we can found that interdisciplinary resource integration in high school history teaching in our country is not optimistic at present. There are three question: Firstly, students expect teachers to do interdisciplinary resource integration in daily teaching, but don't want to do it by themselves. Secondly, the history teacher don 't have enough impetus to do interdisciplinary resources integration. Thirdly, lack effective theoretical guidance of resources integration. There are four reasons for it: One is the class limitation, basic evaluation standard for teachers' performance, and their own inertia caused teachers' integration of steam. Two can own to study hard, contact with limited resources and lack of practice environment make students lack of initiative for consolidation. Three is the whole school environment don't pay attention to history discipline and not to provide favorable conditions. Four from the restriction of the existing evaluation mechanism.Interdisciplinary resource integration in high school history must follow scientific,objective typicality, suitability, the principle of openness, life-oriented, generative eight principles.All of them contact tightness. In integrated type and practice aspects, this article from the design concept, case analysis and some issues need to be paid attention to three aspects to analyzed history and Chinese, Politics, Geography, English, Math,Art, Music and other disciplines' resource integration. For integration strategies,author pay attention to the theory combined with practice. For the teachers dominate resource integration, mainly revolves around preparation, teaching, reflect on the three links;for students organize belong teachers' guided resources integration is given priority to with the students by class infiltration or using multiple teaching methods, give play to the role of students main body strategy; For teachers combination of interdisciplinary resources integration can be achieved by strengthening scientific research activities within a discipline, interdisciplinary exchanges and cooperation between the teacher; Students'integration alone strategies have drawn concept map, mind map; Comparative analysis and integration around the hot issues of projects.