High School History Classroom Teaching Concept And Practice Research

With the ordinary high school history curriculum standard(2017 edition)",the issuance of high school history subject core literacy "and" learning project "curriculum structure,make the practice of high school history classroom teaching conception more attention.Teaching stands for the center and soul of a class,which is determined by the teaching objectives based on the historical results and the relevant historical facts.It is rooted in three related theories:the theory of multiple intelligences,constructivism and systematization.The implementation of the conception of teaching,teachers need to use professional knowledge of teaching materials for secondary processing,by investigating students' different cognitive characteristics,construction as a whole new understanding of historical knowledge,and establish the conception of teaching.As the main body of the classroom,students form their own understanding of history through the core ideas of the curriculum.Therefore,it is of great significance to enrich the thoughts of high school history class,stimulate students' initiative in learning,and enhance the professionalism of history teachers.In order to understand the current situation of the teaching practice in high school history classroom,this paper selects the high school history teachers in H middle school of yangzhou city,jiangsu province,and B middle school of yancheng city,jiangsu province as the research object,and conducts the questionnaire survey and classroom observation.By analyzing the results of the survey data and classroom observation,and conception of teaching practice in the high school stage frequency is low,the teacher should teach only in public class or some relatively easy to grasp the theme of the subject will only consider the teaching conception,in most cases the teacher satisfied with just finish school performance appraisal standard and teaching schedule,implement the "si",from the network of ready-made lesson plans,courseware,neglect study to our class teaching conception,ignore the differences between different school students,failing to seek extracurricular expanding resources to achieve the teaching conception is of high quality.Investigate its reason,have a class for heavy,less free time,but more important,is the traditional education idea,the exam-oriented education system,teachers'teaching idea and teaching knowledge behind,students' cognitive level limit caused by several reasons.Aiming at many problems existing in teaching conception in senior high school history teaching practice,the author puts forward suggestions on how to promote effective implementation of history teaching in senior history from the principles and methods that need to be followed.Since the teaching audience is students,and the cognitive development of students is of a stage,and the teaching intention is based on the teaching materials,the overall grasp of the historical events in a specific space-time,so the implementation needs to follow the law of cognitive development,the overall teaching,Three major principles of logic of development in history.In this paper,we put forward four essentials:First,we should closely follow the course standard,dig deep into the classroom,identify the core concepts or perspectives about the course content as the teaching conception,and second,create the situation and pay attention to Classroom generation,through situational reappearance,from the appearance of teaching from the teaching;third is to grasp the details,to expand the processing of teaching materials,through the historical details of the teaching intention;Fourth,pay attention to the forefront,to maintain the teaching of reflection,timely use of new ideas,new materials,Real-time update the teaching of ideas,highlighting the times of the history of class.