Research On The Application Status And Promotion Strategies Of Standardized Teaching Language For High School History Teachers

With the development of the new curriculum reform of senior high school history,cultivating and improving students' key competences of history subject has become the main goal of today's high school history education and teaching,which puts forward higher requirements for senior high school history teachers' ability and professional development.Because of the systematic and sequential features of history knowledge,standardized history teaching language based on language intelligence theory,communicative behavior theory and social learning theory as an important tool for history teachers to spread history knowledge,has its own essential characteristics,such as preciseness,generality,freshness,inspiration,education and appreciation.In addition,it is necessary for senior high school history teachers to improve the standard teaching language for the new curriculum reform and history teaching practice in senior high school.It is also the internal requirement to improve the ability and professional development level of history teachers and to promote the comprehensive development of students' comprehensive qualities.Therefore,it is of great practical significance to explore how to improve the standard teaching language of senior high school history teachers.In order to fully understand the current situation of the application of standardized teaching language for senior high school history teachers,this article makes use of the opportunity of educational practice to combine theoretical discussion with teaching practice,synthetically uses various research methods to obtain real data.On the basis of understanding the theoretical basis and essential characteristics of the standardized teaching language level of senior high school history teachers,this paper discusses the present situation and the existing problems of its application in senior high school history teaching.Through questionnaires,observation and interview,the author identifies the problems,it mainly shows that the level of standardized teaching language of senior high school history teachers needs to be improved and the students' language expression ability of history subject is weak.The above problems are caused by the lack of attention to the training of teaching language,the low ability of history teachers and the students' lack of interest in learning history.In view of the current situation,problems and causes of the application of standardized history teaching language in senior high school history teaching,the author puts forward a series of targeted promotion strategies based on teaching examples,in order to provide some reference for senior high school history teachers to improve the level of standardized teaching language.First of all,schools should strengthen guidance and improve the training of teaching language for history teachers.Secondly,history teachers should renew their educational conceptsand improve their teaching language level of history standardization from many ways.Finally,history teachers should improve their teaching methods on the basis of establishing the principles of equality,subjectivity and comprehensiveness,and improve the students' ability of language expression in history from four aspects: listening,speaking,reading and writing.Based on the previous research,this article applies the effective strategies to the history teaching of senior high school,and obtains some achievements,such as the improvement of history teachers' ability accomplishment and professional development,students' ability to express language in history subject and their achievements in history study have been improved.Due to the lack of experience in teaching practice,the whole research process shows that there are still many deficiencies in this paper,the author in order to improve the future research and provide a useful reference for senior high school history teachers to improve the standard of teaching language.