The Study Of Historical Situational Teaching Method In High School Under The Background Of New Curriculum Standard Takes Wenchang Middle School As An Example

In January 2018,the ministry of education issued the history curriculum standards for ordinary high schools(2017 edition),and in September of the following year,six provinces and cities,including the author's home province of hainan,including Beijing,liaoning,tianjin,shandong and Shanghai,began to use the new history textbook "outline of Chinese and foreign history"(part 1)for teaching in the first grade.The revision of the new curriculum standards is completed on the basis of long-term practice in the field of education in China and full reference to the excellent achievements of the international curriculum reform.Compared with the 2003 edition of curriculum standards,the new curriculum standards revision has undergone a major change.For example,in the course structure,instead of the previous writing style of "special subject","general history" and "special subject history" are organically combined.In terms of the course objective,the five core qualities of history,namely historical materialism,spatio-temporal concept,empirical evidence of historical materials,historical interpretation and national feelings,are also clearly put forward,which realizes the transformation of the course objective from "three-dimensional goal" to "five core qualities".The revision of the new curriculum standard provides new opportunities and challenges for the history teaching in high school.The situational teaching method is generally welcomed by teachers and students because of its vivid image and great charm in application,and it also highly meets the new requirements of the new curriculum standards.This article combines the relevant achievements of the theory of "historical situation teaching" and bases on the practical activities of high school history classroom teaching,focusing on "Wenchang Middle School" to understand the current situation,existing problems and causes of high school history classroom situation teaching,and then explore new The optimization strategy of situational teaching under the background of course standard.The content construction of this article is composed of the following parts: the introduction part summarizes the background,significance,research status,research methods and situation concept definition of the topic selection,and finally the author proposes the innovation of the article;the second part,the "Wenchang Middle School""High school teachers and students conduct a questionnaire survey to analyze the use of situational teaching methods in high school history teaching;the third part analyzes the problems and causes of the use of situational teaching methods in high school history classrooms according to the questionnaire results;the fourth part,In view of the existing problems,discuss the optimization strategy of situational teaching in high school history classrooms;the last part focuses on “Wenchang Middle School” as a case study of high school history classroom situational teaching and uses the situation in high school history classrooms to improve teaching quality.