Research On The Application Strategy Of The "recent Development Zone" Theory In The Teaching Of High School History Concepts

The "zone of proximal development" theory has always been a research hot topics in the field of psychology.After extending to the field of education,it has been combined with the teaching practice of various disciplines to promote the reform and development of education and teaching.The combination of the "zone of proximal development" theory and history teaching is mostly reflected in the analysis of the academic design of teaching design,and it is rarely able to run through the entire teaching activities,especially the teaching practice of historical concepts.This paper attempts to use the "zone of proximal development" theory to guide the teaching activities of historical concepts,and to select the teaching strategies and methods through analysis of problems,and to reflect on the effects of historical concept teaching under the guidance of this theory.In recent years,education and teaching theories and educational principles and policies have standardized the history of teaching activities,providing the possibility for the "zone of proximal development" theory to guide the teaching of historical concepts.Through analysis of questionnaires and interviews,it is found that the current difficulty of applying the theory of"zone of proximal development" to the teaching of historical concepts is multifaceted.On the one hand,students' learning ability is different,and they don't pay much attention to historical concept learning.On the other hand,teachers don't know enough about the theory of "zone of proximal development",and the practical activities of using this theory to guide historical concept teaching are not put in place.It can be seen from this that the "zone of proximal development" theory failed to play its due role in the teaching of historical concepts.The problems that arise in the teaching of historical concepts can be solved from the perspectives of teacher classroom teaching and teachers' guidance to students.The first is that teachers are teaching methods.Teachers use the theory of "zone of proximal development" to guide the teaching of historical concepts,and apply the layered teaching method,the bracket teaching method,the situational teaching method and the cooperative teaching method to the concept teaching of students in the theory of "zone of proximal development".Secondly,teachers guide students to learn the law,guide students to grasp the concept map of historical concepts,contact related historical concepts,realize concept assimilation,and form concept chain,concept group and concept system.In the teaching practice,draw on typical cases and specific teaching strategies to design teaching programs,and summarize the achievements and deficiencies in the classroom practice.In accordance with the principle of combining theory with practice,teaching practiceactivities have achieved certain results.The "zone of proximal development" theory applied to historical concept teaching focuses on the overall development of students,personality development,future development,and breaks through the traditional historical concept teaching model.However,when teachers determine the "recent development zones" of student,there are empirical deviations,and they need to be continuously explored and improved in teaching practice.