Research On The Construction Of The Learning Community In The Middle School History Classroom

This paper is combined with the new requirements of classroom teaching,according to the uniform,existing in the teaching of middle school history teaching in the practice of rigid,students lack of subject,teachers and students,the relationship between tension and other issues,the use of the theory of learning community,is committed to build the classroom environment is good,can get rich enough teaching resources in the form of organization and unit group,members of the class learning can achieve a common vision of academic achievement growth this class members through equal dialogue and consultation work,students in the real problem of the learning in the rich history of the connotation of learning,study the harmonious relationship between teachers and students of the "community" of high school history classroom learning to provide theoretical and practical support for the strategy.In addition to the introduction,the full text is divided into four chapters.In the introduction,the author analyzes the causes of the research from two aspects of classroom teaching and educational atmosphere,and determines the scope of the research in the relatively micro concept of "middle school history classroom".By synthesizing relevant research results about "learning community" and "history learning community",I have determined the breakthrough and innovation of this research.At the same time,the author also briefly introduces the research methods of this paper.In the first chapter,this paper defines the related concepts of this study,and then from the learning theory,the social reality and the nature of learning,history,history courses in middle school,the high school history teaching and other aspects of the construction of "learning community" and "middle school history classroom learning community based on the theory and practice.In the second chapter,this paper introduces the principles and goals of building a "middle school history classroom learning community".The principles are divided into three parts: the principle of subjectivity,the principle of cooperation and the principle of openness.The goal is discussed from five aspects: classroom learning objectives,composition of community members,learning situations,membership relations and classroom learning resources.The third chapter is the focus of this article.In the third chapter,the author discusses the construction strategy of "middle school history classroom learning community" from the two aspects of classroom environment construction and classroom teaching construction.The author in the construction strategy of classroom environment in all gave a clear method of operation;in the construction of class membership in how to promote the equal dialogue between members of the class to the exploration of deep-seated theory;the author also discusses the community of teachers in the middle school history classroom learning "teaching" and "learning how to change students" connotation how to enrich the development problem that teachers need to change students' classroom center classroom,guarantee every student learning in the context of the authenticity of the rights issue;the core quality space-time concept and historical interpretation,feelings and other historical subject,through the view of "learning community" is a new connotation analysis.In the latter two aspects,the author tries to explain and prove it with an example of history teaching.In the fourth chapter,the author discusses support for human resources and physical resources provided by middle school history classroom learning community from four aspects,including subjects,parents,experts and research institutions.