Research On The Status Quo, Problems And Countermeasures Of High School Students' History Learning

The study of history learning status of senior high school students has always been an important issue in history teaching.At present,the research on history learning status of senior high school students is quite abundant,but the level of educational development in different areas is different,and the present situation of history learning of senior high school students cannot be generalized.Taking Shandong Lingang No.1 Middle School as an example,through questionnaire investigation and in-depth interview,this paper deeply understands the present situation of history learning of senior high school students,and finds out the problems and deficiencies existing in the learning history of high school students.And on this basis,the feasibility of the strategy is strong.The first chapter is the data analysis of questionnaire combined with interviews.The data are divided into eight contents.Through the analysis of these eight contents,the present learning situation of middle school students is discussed from seven aspects,namely,middle school students' historical cognition,learning enthusiasm,historical learning style,learning limit,learning evaluation,and so on.Students' learning ability,etc.This paper is divided into three parts: the first part is the data analysis of the questionnaire.This part analyzes and discusses the present situation of high school students' history learning from seven aspects:history understanding,learning enthusiasm,history learning style,learning limit,learning evaluation,students' learning ability,and so on.The second part,based on the field investigation,puts forward four common problems in the history study of senior high school students,that is,the deviation of middle school students' historical understanding,the lack of enthusiasm of middle school students in learning history,and the unscientific learning methods of middle school students.And lack of learning resources and so on.And on this basis,from the level of students,teachers and schools to explain the causes of the problem.From the group of students,we can see that the psychology of "score first" greatly reduces students' interest in learning history,and at the level of teachers,teachers' professional accomplishment and knowledge ability have a direct impact on the way and interest of students' learning history;From the angle of school,the "remnant" of examination-oriented education The concept has influenced the students' historical understanding.The third part puts forward a specific response strategy.In view of the problems existing in the history study of the high school students,the major subjects of the school and the history class need to reflect: the school needs to carry on the pluralistic evaluation,to correct the deviation of the student's historical knowledge,to develop the local resources and to enrich the learning resources;The school should provide more training opportunities and improve the innovation ability of any teacher in the history class.Any teacher in the history class should deepen the teaching design,improve the enthusiasm of the students,participate inthe historical and cultural activities,improve the creative design ability,plan the career,and improve the self-cultivation.Students should pay more attention to the educational value of non-core competence;to set up a class history The cultural circle;the ability of enhancing the students' self-learning ability,etc.Therefore,the party is expected to solve the problems existing in the historical study of high school students,thus being beneficial to the improvement of the historical study efficiency and the cultivation of the core quality of the high school students.