Practice And Research Of Stratification Teaching Among The Classes In History Teaching

Stratification teaching method among classes will stratify students into different new classes to accept more suitable education at the corresponding time in a scientific way rather than accepting knowledge passively,and it will be helpful for stimulating students' intrinsic driving force and expand students' autonomy options.Shanxi Provincial Fugu Secondary School broke the traditional administrative classes and began to apply the stratification teaching method among the Classes to seven subjects in grade one in the first semester from 2014 to 2015.According to the reform of history subject in grade one on 2016 to 2017 academic year which the author has participated in before,the author in this paper will tease out the specific action,gains and lessons in order to promote the curriculum reform in Fugu Secondary School and the development of national stratification teaching among the classes in history subject.This paper is written in four parts:the first part,introduction--discussing the research background,the purpose and significance of the research,the definition of concept,the research review,the theoretical basis and the research methods of this paper.The second part,using Fugu Secondary School as an example,introduced in details on the standards of multidimensional lamination teaching and the operation of each link which was explored in stratification teaching practice in the school.This part is the most important as well as the most distinctive part in this paper.The third part,researching from various angles,interviewing the response and understanding of stratification teaching among classes,and analyzing the change of investigation,students' ability,interest in learning and so on.As a whole,the top students' learning interest and ability have been significantly strengthened and they have made a breakthrough in learning style.However,students with a low history score in class B are resistant to the stratification teaching,and students' learning ability and interest showed an opposite trend.The fourth part,the author analyzes the reasons for the important problems exposed in the stratification teaching method among the class and puts forward rectification opinions.First,there is a large percentage of old teachers in this school.They are accustomed to the traditional teaching methods and don't agree with the reform,which restricts the actual implementation of stratification teaching among the class.It is an effective way to expand the faculty and absorb more teachers who are more enthusiastic about innovation and reform.Secondly,in the process of school stratification,the workload of teachers who involved in teaching reform has increased sharply,and the teachers' evaluation system has lagged behind,which has affected teachers' enthusiasm.Teachers spend a lot of time working outside of teaching,which make they become more and more tired and bored.How to perfect the the teacher assessment system and teaching time will be the fundamental way to solve the problem.Third,the assessment of students can not be truly stratified,and the evaluation system needs to be focused on the process rather than the results.The quality education should be combined with the goal of the college entrance examination.Fourth,the effect of stratification teaching showed two opposite trends on Class B.The next important step to deepen the stratification teaching is to improving the learning effect on students in Class B.Fifth,the education management is far away from the teaching practice,and the guidance of teaching reform can't really match the real needs of reform.Reducing the administrative intervention is the practical need of teaching reform.