The Study Of High School History Situation Teaching Materials

The New History Curriculum Standard for Senior High School Students emphasizes the students’ learning experience and learning emotion and it also advises to apply the Situational Teaching Method into senior high school history teaching. To meet the requirements of the new curriculum and the course reform proposed by it, in recent years, the Situational Teaching Method has been applied to teaching practice by many senior high school history teachers and to a certain extent, this has ended the teaching situation where the forced input teaching method is dominate, animated the history classroom atmosphere, improved the quality of history teaching and stimulated the senior high school students’ interest in history. But, in its concrete implementation process, there have appeared a lot of shortcomings and insufficiency,which greatly affects its best applying effect. One of the most obvious problems is the selection and use of the situational materials. The misuse and incorrect choice of situational materials has weakened the application of Situational Teaching Method in the actual effect of history teaching for senior high school students. For the above reasons, the author selects this topic, namely A Brief Study of Situational History Teaching for Senior High School Students-Based on situational materials.To be concrete, this study, through theoretical study and teaching practice, is aimed to complete the following three research objectives:(1) To analysis the main problems of the situational materials’ selection and use in situational history teaching for senior high school students.(2) To explore possible principles of situational materials’ selection and use in senior high school students’ history situational teaching.(3) To explore the procedures and methods of situational materials’ selection and use in senior high school students’ history situational teaching.In order to achieve the above three research purposes, the author adopts the Literature Material Method and the Action Study Method, namely through the observation of others’ teaching and by combining own teaching practice. Specifically,the author firstly in the introduction part elaborates the research significance, related research results at home and abroad as well as the research contents and methods;secondly, the author in the first chapter discusses and summarizes the related theories involved in this study, including the meaning and the type of situational materials,the features and values of historical situational materials; next, the author in the second chapter summarizes and discusses the current main problems in choosing and using situational materials of senior high school students’ history classes, including the deviation from the teaching goal, being far away with students’ learning reality,lack of timeliness and being strongly for exams.On the basis of the above research results, the author in the third chapter puts forward the four principles about how the senior high school history teachers choose and use history situational materials, namely conforming to modern time to take in life breath, adhering to the right value guidance to strengthen infection, insisting students’ subjectivity to meet their study characteristics and having typical influence to be persuasive. And then in the fourth chapter, the author summarizes specific procedures and methods about the senior high school history teachers choosing and using situational history materials, including methods and matters in history situational material collection and using. Among them, those of history situational material collection methods and matters can be detailed into the following seven points, namely focusing on current affairs and making full use of network resources,getting the first-hand resources through investigation and discussion, making the best use of various historical materials from forum websites, reading literature books to get good experience for reference, strengthening the consciousness of collecting situational resources and working at ordinary times to get situational materials’accumulation and finally paying attention to accumulation and classify. In addition,the methods and matters in using senior high school history situational materials arespecific to the following five aspects, including the selection of situational materials,the processing of situational materials, a case being priority and two cases being involved, carefully designing situational problems and making full use of the contextual situation.In short, this study is dedicated to focus on the selecting and using history situational materials for senior high school students, including the problems and shortcomings based on which principles, procedures and methods are put forward at the same time about how to correctly select and use. At present, the kind of study just discusses situation teaching as a whole, either the overall strategies or the overall models. But this study is an exceptional because it is in the view of situational teaching materials in senior high school history teaching practice.Through continuous efforts, the author has obtained certain research results, hoping it can be further applied to the practice of history teaching and eventually making history classroom full of life and making the students’ ideas get grow in the historical context.