Action Reserch On Teaching Reflection Of High School History Teachers Under Curriculum Reform

In 1999,the Central Committee of the Communist Party of China and the State Council proposed to "deepen educational reform and comprehensively promote quality education".With the promotion of the new curriculum reform,teachers' professional growth has gradually been attached importance by the education sector.At the same time,the new curriculum reform requires teachers not only to impart the curriculum,but also to be researchers and developers of the curriculum.On this basis,teachers' teaching reflection becomes more and more important.After the release of the history curriculum standards for ordinary high schools(2017 edition),the core quality of the history discipline was formally determined.The new curriculum standards are challenging in the aspects of goal formulation and implementation plan.Therefore,it has become the requirement of The Times for history teachers to actively reflect on teaching.This paper mainly adopts the research methods of literature research,action research and case analysis.On the basis of the existing research results at home and abroad,it studies the teaching reflection of high school history teachers and proposes corresponding reflection strategies.The research content is divided into four chapters: the first chapter is the introduction,through the literature reading at home and abroad to do a brief description of the research overview.The second chapter is the theoretical cognition of teaching reflection.The third chapter is the problems encountered in teaching reflection practice,through the practice of observation and summary of the difficulties encountered in teaching reflection and analysis of the reasons behind.The fourth chapter elaborates on the strategy of history teaching reflection in senior high school,and discusses the practical strategy of teaching reflection from three aspects:finding out the problem,establishing the writing content of teaching reflection,analyzing the problem,enhancing the depth of teaching reflection,and solving the problem and implementing the manifestation of teaching reflection.These three levels are progressive,and the teaching reflection of history teachers is analyzed from the perspective of teaching and education,and case analysis is appropriately added to help theoretical understanding.