Research On Vulnerable Groups In High School History Learning

The study of vulnerable groups has been a hot topic of social concern in recent years. In this context, the vulnerable groups of students have been paid more attention by the academic circles. However, the studies of vulnerable groups, especially for high school, in history learning are pretty scarce. Under the background of new curriculum reform, what need to be understood about vulnerable groups in history learning is not only about the students who has difficulties in history learning, but also study through the goals and aims of history education. With the deepening of the present teaching reform, the teaching goal of history is no longer just teaching the fixed knowledge, the more important is to pay attention to cultivate students'humanistic quality. That is to say, we should pay attention to each student's development and their all-round developments.Because of this the scope of vulnerable groups in history learning may also expand,We should analyze the reasons for the formation of the vulnerable groups in high school history learning, and put forward the whole aspects of prevention and transformation measures. Only in this way can meet the requirements of the development of quality education, in line with the concept of new curriculum reform, and to promote the cultivation of students'Humanistic quality.This paper is based on the vulnerable groups in high school history learning, through investigating the situation of vulnerable groups in high school history learning, and from the following several aspects of the causes as well as solutions for vulnerable groups in high school history learning. This paper is divided into six chapters, the introduction part of the research significance of this topic, the domestic and foreign research status of the comb, and the related concepts are defined. The first chapter discusses the results of the investigation and study on the history learning situation of high school students. The second chapter summarizes the characteristics and types of vulnerable groups in high school history learning according to the survey results and related literature. The fourth chapter combines the survey results and the new curriculum reform to put forward the reasons why vulnerable groups of history learning in high school exist. The fifth chapter discusses the transformation methods of the vulnerable groups in the high school history learning. The sixth chapter is the conclusion.This paper through investigation and study, analysis the causes of the vulnerable groups in high school history learning, and puts forward some strategies and solutions of transformation for vulnerable groups in high school history learning. Hope these could play a role in the transformation of high school education. However, with the lack of the author's own educational practice experience and research level, the research of this paper still has some shortcomings, such as the lack of theoretical foundation and the breadth of the survey object.