The Exploration And Research On The Teaching Of Historical Situation In Senior High School Under The Implementation Of The New Curriculum

Historical situational teaching is one of the ways to implement the core quality of history.In the process of historical situational teaching activities,students develop their concept of time and space by positioning historical data in time and space,develop their evidential thinking and improve their ability of historical data demonstration by analyzing and using historical data,and develop their ability of problem-solving and historical interpretation by solving historical problems.However,in the process of teaching implementation,there are some problems,such as the lack of teachers' understanding of historical situation teaching,the separation of theory and practice,teachers' emphasis on knowledge teaching,students' lack of historical skills and learning attitude.In this paper,the new curriculum implementation of high school history situational teaching as the research theme,analysis of its implementation procedures and steps,the use of strategies,which is the core content of this article.This paper consists of four parts.The first part is the introduction,including five aspects.The first is the reason for choosing the topic;the second is the significance of the research;the third is the relevant research review,involving "situation" and "situation teaching";the fourth is to define the concept of historical situation teaching,and to elaborate the theoretical basis of historical situation teaching;the fifth is the research methods and innovations,the research methods used in this study are literature research,case study,investigation and research,the main innovations Based on the perspective of the reform of history curriculum and the cultivation of the core quality of history discipline,this paper emphasizes the characteristics of history discipline,and closely combines the historical situation with the historical problems to carry out research.The second part is the investigation and analysis of the current situation of high school history situational teaching practice.By using the method of investigation and research,this paper takes some students and history teachers from 12 high schools in Kaiping,Yangchun,Nanning,Guilin and Beihai of Guangxi Zhuang Autonomous Region as the objects of investigation and interview,and makes a preliminary investigation and analysis of the specific practice of current history situational teaching in high schools,and obtains the teachers' own professional quality,students' learning attitude and history Skills,tense class hours and heavy teaching tasks are the reasons for the smooth development of high school history situational teaching.The third part discusses in detail the principles,basic steps and Strategies of high school history situational teaching practice,which is the main part of this topic.First of all,the author believes that the principles of inspiration,moderation,interest,pertinence and authenticity should be followed in the implementation of historical situational teaching.Secondly,the basic steps of historical situation teaching in practice should be to create historical situation,put forward problems according to historical situation,analyze historical problems,solve historical problems,and pay attention to the cultivation of historical thinking ability.Finally,from the perspective of classroom teaching practice,combined with specific teaching cases,it puts forward the strategies of creating diverse historical situations,putting forward historical problems with inquiry situations,guiding and encouraging students to extract problems from historical situations,solving problems in historical situations,and focusing on Historical Application in new situations.The fourth part is the achievement and reflection of the high school history situational teaching practice research.This paper enriches the theory of middle school history teaching under the core quality of current history discipline from the perspective of the close combination of historical situation and historical problems,puts forward the principles and Strategies of historical situation teaching,and explains them with rich cases,so as to provide reference for the practice of historical situation teaching.However,there are still many deficiencies in this practical research results,and it is still necessary to study the methods used in the teaching of historical situation,to carry out long-term experiments and corrections on the strategies used in the teaching of historical situation,and to provide front-line teachers with cases that still need to be corrected and improved.