Research On The Strategy Of Autonomous Learning In High School History From The Perspective Of Cognitive Learning Theory

In the period of social transformation,the function and role of education should also keep pace with the times.The starting point of education should not only be satisfied with cultivating all kinds of talents that meet the needs of social development,but also should start from the individual and pay attention to the cultivation of their lifelong development ability.During the period of school,students' self-learning ability is considered for the lifelong development of students,and it is also in line with the needs of social development.In view of this situation,combined with the teaching practice of my "Nongshuo" for three years,this paper discusses how to conduct independent learning in high school history subjects.This paper has five chapters.The first chapter is the introduction,which is the premise of this paper.The second chapter,as the theoretical basis of the thesis,briefly introduces the four cognitive learning theories involved in the thesis,and defines the concept of autonomous learning.On the basis of this,the relationship between the two is discussed.Learning theory promotes the effectiveness of independent learning,while autonomous learning in turn enriches the content of cognitive learning.The third chapter discusses the implementation strategies of autonomous learning according to the three main types of high school history,new lectures,review classes,and test papers.This is the main body of the thesis.The vertical discussion is based on the theory of cognitive learning theory,combined with the cultivation of historical core literacy,how to implement autonomous learning into three main types of classes.As the auxiliary part of the previous chapter,the fourth chapter horizontally discusses the strategies for mastering and paying attention to the realization of high school history self-learning from the three aspects of teachers,students and teaching environment.It ismainly said that teachers need to master relevant independent learning strategies,such as guiding strategies,cognitive strategies,teaching strategies and evaluation strategies.Students need to master certain metacognitive strategies and actively strengthen group building.The last chapter briefly talks about some of the issues that need to be addressed in high school history autonomous learning.The topic of this thesis is based on the needs of individual development of students and social transformation.It mainly combines cognitive learning theory to explore the strategy of autonomous learning in high school history.It is hoped that high school history self-directed learning can be truly implemented in the classroom to promote the transformation of students' learning style and the improvement of learning ability.The innovation of the thesis lies in the discussion of the strategy of autonomous learning in high school history from both vertical and horizontal perspectives.The vertical strategy refers to the implementation strategy of implementing high school history self-learning into three main classrooms.The horizontal strategy refers to the strategies for teachers and students to master self-study in high school history,and the strategies to be paid attention to in the teaching environment.Such vertical and horizontal,mutual assistance,is conducive to the construction of a relatively complete strategic system,so as to maximize the independent learning of high school history.However,due to the tight time,there are still some shortcomings in the paper's specific case analysis combined with the history of high school.