A Study On The Classroom Management Behavior Of High School History Teachers Under The New Curriculum Reform

With the deepening of the new round of reform on basic education curriculum and the introduction of the 2017 new revision of the Ordinary High School History Curriculum Standards,the effective teaching of high school history class has attracted more and more attention,which is also an important direction for history teachers to pursue and explore.Classroom management and classroom teaching are closely related.Therefore,it is regarded that it is the key issue for history teachers to practice the new curriculum reform under the concept of classroom management to the specific teacher classroom management,which directly determines whether the curriculum reform would succeed or not.This article mainly discusses from four parts:The first part is mainly about theory tracing.Through sorting out and analyzing the literature at home and abroad,this paper systematically discusses the origin of the research on classroom management and classroom management behavior,which expounds the connotation of classroom management,classroom management behavior and history classroom.On this basis,the new requirements for history teachers’ classroom management behavior under the new curriculum reform are put forward to avoid the conflict of the secondary behavior,eyes and ears are in all direction,the good use of the body movements,inaction.Part two is mainly about the investigation and interview.The author tries to restore the true picture of history teacher’s classroom management behavior by interviewing,analyzing and summarizing the classroom management concept and behavior of a senior high school history teachers in Jinzhou district of Dalian as well as the classroom management mode that students enjoy most.The author finds that there are the following problems in senior high school history classroom management:History teachers’ classroom teaching contents and methods are single;History teacher’s classroom management idea is backward;The history teacher’s classroom management behavior is improper;Students’ attitude towards learning history is notcorrect;History subject standard consciousness is poor.Part three is mainly dealing with the cause of formation.In view of the problems in the classroom management behavior of history teachers in senior high school,the author analyzes the relationship between teachers and students under the influence of traditional culture.School classroom management concept and execution;Teachers’ own quality and professional pressure;Students’ cognitive and psychological aspects to discuss the causes of history teachers’ classroom management behavior.Part four is focusing on solutions.In view of the above problems,the author believes that the relevant education departments should strengthen the training of history normal students and on-the-job history teachers,improve the reflective ability of teachers’ classroom management behavior.Also,the school should follow the new curriculum reform idea to perfect the relevant classroom management system based on the actual needs of history teachers.Besides,history teachers should strengthen the consciousness of the history subject standard,improving the professional quality and classroom management ability of history teachers and creating a good relationship between teachers and students.What’s more,students should strengthen the awareness of independent learning,correcting the attitude of learning history,establishing a correct view of history and other aspects of the construction of high school history teachers’ classroom management behavior under the new curriculum reform.This paper analyzes the classroom management behavior of high school history teachers,to a certain extent making up for the lack of research history discipline in the field of classroom management in China and at the same time providing theoretical basis and practical reference for changing the classroom management behavior of front-line history teachers.This paper also summarizes and analyzes the shortcomings of the research topic,and further studies,modifications and continuous follow-up work in the future.