Study On The Life-based Teaching Practice In High School History With The Mode Of "Three Stages And Four Modules"

In recent years,many studies on the teaching practice of efficient classroom mode have been reported,and the "three stages and four modules" mode is one of the important exploration and practice.However,efficient classroom teaching mode often achieves the goals by some boring ways including compulsory inculcation and repeated practice,which has been proved to lack vitality.In this paper,we consider that the integration of life-based teaching into efficient classroom model is an effective way to solve this problem.It can not only make history classroom activities full of vitality,but also improve students’ history discipline literacy.History teaching materials in life are rich and colorful,and high school history teachers can reasonably adopt the materials in life and then integrate the life experience and social life resources of students into the classroom teaching practice mode named "three stages and four modules",which is an important means to promote high school students to learn history well.This paper tries to apply the mode of life-based teaching in the "Three Stages and Four Modules" and we aims to create a lively and efficient classroom,stimulate the students’ appetite to learn history,improve the students’ ability to solve life problems,and enhance students’ core competencies of history.Based on the teaching practice myself in high school history classroom,I will try to perform the practical strategy of Life-based teaching with the carrier of efficient "Three Stages and Four Modules" classroom mode.Based on the results of questionnaires and face-to-face interviews with teachers,we believe that history teachers should make the teaching objectives,refresher,exchange and feedback migration humanized in the process of teaching practice of "Three Stages and Four Modules" mode.These humanized teaching practices enhance the core competencies of students,shorten the distance between history and reality,stimulate the interest of students in learning history,ameliorate the teaching style of cooperative exploration,improve the teaching achievements of History.