Research On High School History Online And Offline Mixed Teaching

To implement the "student-centered" educational concept and further promote the deep integration of modern information technology and conventional education and teaching,the blended teaching model came into being.Blended teaching is a comprehensive innovation of traditional teaching methods through the in-depth integration of information technology,with the goal of constructing a new classroom system of "guidance,guidance and supervision" for teachers and "self-learning,mutual learning,and group learning" for students.It is an essential means to promote the comprehensive reform of China’s education curriculum and improve the quality of personnel training.This paper mainly uses literature research method,questionnaire survey method,and case analysis method,it focuses on the feasibility analysis,current situation investigation,and strategy research of online and offline blended teaching of high school history,to construct a blended teaching model of high school history course.The main body of this paper is divided into three parts.most:The first part first explores whether the blended teaching of high school history is scientific under the support of theory,and then analyzes the relationship between blended teaching and the Feasibility of combining history disciplines.The second part is the investigation and analysis of the current situation of online and offline blended teaching of high school history,the situation of students and teachers using online learning（teaching）and their attitudes towards blended teaching of high school history.Relatively positive,but there are still many issues to be addressed in the development of high school history classrooms.The third part is the construction of the specific practice mode of online and offline blended teaching of high school history.Based on the UMU interactive platform and the design principles of the characteristics of history disciplines,a blended teaching of "students’ online autonomous learning-in-class inquiry learning-after-class consolidation learning" is formed.process,so as to improve the blended teaching in the modern history classroom of "student-centered,teacher-led".To sum up,this research not only effectively improves the teaching quality of high school history courses and promotes the cultivation of students’ core literacy of history,but also provides a feasible practice idea for developing high school history blended teaching under the background of exploring new curriculum standards.It has reference,guidance,and reference value for research in other related fields.