Research On The Stratified Teaching Of History Subject Under The Background Of New College Entrance Examination

The stratified teaching mode of history in high school is the requirement of the new curriculum reform to advocate the respect for students' dominant position,to implement the autonomy of course selection,to cultivate diversified talents and to create high-quality education.With the implementation of the new college entrance examination,stratified class walking has become the trend of high school teaching.Its reform is based on the learning differences of students' subjects,and the teaching design is carried out in accordance with the stratification,so as to guide students to further study and choose the subjects with interests and advantages,and strengthen the autonomy of students in selecting courses.As one of the first provinces to implement the "3 + 1 + 2" college entrance examination mode in 2018,S middle school in guangzhou implemented the teaching of history in different classes,and explored in the aspects of students' stratification,teaching objectives and teaching process.Based on this,the author puts forward practical and reasonable Suggestions for the specific practice and problems in the history of S middle school in guangzhou.This paper adopts the methods of literature research,investigation,interview and comparison to study the history stratified class walking system in S:Firstly,based on the background of the new college entrance examination,this paper expounds the principles,characteristics and implementation links of the stratified class walking in S.This paper discusses the implementation of historical stratification,and summarizes the specific requirements and operation process of historical stratification in S from five aspects: student stratification,classroom teaching objective stratification,teaching process stratification,assignment stratification and student evaluation stratification.Secondly,a questionnaire survey and an interview with teachers and parents were carried out on the students and their parents in the history examination of senior high school S in guangzhou.The questionnaire from students stratification,stratification of teaching goal,teaching process layering delamination,homework,and teaching management,students' evaluation of layered six dimensions tounderstand student perceptions of history layered go class,walk around the historical stratification the confusion of classroom teaching,teaching methods and the research method of class problem such as the change of interview the implementation of the hierarchical teaching work.The paper also analyzes the problems of students,teachers and parents and their causes.At the level of students: lack of motivation in history learning,untimely update of history learning methods,and weak process evaluation of students;At the level of teachers:the adaptability of hierarchical teaching varies,the teaching effect is reduced,the learning situation is not fully grasped,the difficulty of classroom teaching and management is increased,the student mobility is large,the teaching time of teachers is insufficient,and the teaching effect of classes at different levels is obviously different.School level: under the hierarchical system,the teaching evaluation of history teachers is quite chaotic and the guidance of course selection is not in place.Finally,with the guidance of relevant theories and guided by questions,the students put forward some Suggestions such as the combination of interest and motivation in history learning,the strengthening of independent learning and cooperative learning,the improvement of their own accomplishment in history discipline,the combination of "compound portfolio evaluation" and "process evaluation".At the teacher level,some measures are put forward,such as grasping the "best period of teaching",optimizing the stratified exploration of history teaching,establishing the three-in-one classroom teaching management system,carrying out "interactive teaching",grasping the high efficiency of the class,strengthening the after-class tutoring of students and reducing the low efficiency of labor.At the school level,Suggestions are put forward,such as diversified ways of evaluating teachers,providing guidance on course selection and home-school cooperation with the help of APP information technology.