Investigation And Research On The History Teaching Of High School,Li National Minority's Autonomous County,Changjiang,Hainan Province

Teacher and student make two core elements of classroom teaching.Teaching from teachers and learning of students are mainly contents of the classroom teaching.It is above criticism to focus on students as they are the main body of learning,however,the effect of teachers on classroom teaching is not to be ignored.Learning of students can't be realized without teaching of teachers to a large extent.Therefore,the functions of teachers during the classroom teaching process is an inevitable topic.Since the new curriculum reform,all parts of traditional teaching pattern failing to conform to the trend of the times were eliminated,the teaching idea kept continuous updating and qualitative changes were made to the classroom teaching.Nevertheless,many limiting factors as teachers' quality,social recognition and degree of emphasis from the government in different areas led to a progressive,instead of an accomplish-in-an-action process from creation to promotion happening to ideas and methods of the curriculum reform.Hainan Province was one of the first provinces that entered the new curriculum reform.What changes have happened to Changjiang,a minority autonomous county? This paper analyzes current status of history education and teaching development in Changjiang Middle School from aspects of basic information of teachers and students as well as classroom teaching cases,mainly through such methods as investigation report and data and case analysis.This paper mainly consists of five parts at a macro level.Part 1: analyzes basic information of teachers,mainly in terms of age structure,education background,title structure,use of multimedia,etc.,and analyzes teacher reading,then,at a macro level,further develops a clear knowledge for comprehensive quality of history teachers in Changjiang Middle School through analysis o basic information of teachers.Part 2: analyzes basic information of students,mainly in terms of their interest in history,learning motivations,learning styles,sources to obtain history,mastering in local history knowledge,etc.,and analyzes their deficiencies in history learning through an investigation for their learning situation.Part 3: lesson preparation and lesson delivery are most important during classroom teaching.Lesson preparation is analyzed mainly from student preparation,curriculum criteria preparation,material preparation and design of three-dimensional target,etc.,An actual situation where part of teaching design is separated from learning situation and the curriculum criteria is not sufficiently understood is concluded through an analysis.Lesson delivery is analyzed mainly through teaching cases,from which the situations with missing or insufficient practice for three-dimensional target,role playing,multimedia use,overall grasp of materials,classroom teaching generativity,cooperative teaching,hierarchy and conclusion of classroom teaching are summarized.Part 4: mainly gives a general comment to history teaching in Changjiang Middle School.Both favorable factors and adverse factors hereof are concluded.Favorable factors are analyzed mainly from two aspects of school and society and factors in terms of school mainlyinclude classroom teaching and teaching management of teachers while factors in terms of society mainly include the government's introduction of a backbone teacher team,teaching equipment updating,support from parents,etc.,Adverse factors are analyzed mainly from two elements of the school management party and teachers,including less emphasis on “heading”seminar assessment in frontier domains of history teaching,teachers' insufficiency of initiative spirit,lifelong learning beliefs to be strengthened,etc.Part 5: proposes recommendations for improvement according to insufficiencies existing in history teaching of Changjiang County,which consist of two parts.In the first part,it proposes suggestions from the angle of management style of the school management party,which are elaborated from improvement of a teacher management team and taking teaching evaluation system as a standard,with management style optimization as the core.In the second part,it proposes suggestions from teaching angle,mainly including two factors.One is teaching idea,namely,to guide students to grasp view of history time-space,history understanding,historical values,etc.,The another is teaching method,namely,to improve cooperative learning,strengthen communication between teachers and students and focus on local history teaching.