A Practical Study On The Construction Of "Learning Center Classroom" In High School History

The 2017 edition of the History Curriculum Standard of General Senior High School calls for changing the phenomenon of past curriculum bias towards knowledge transmission,constructing a history classroom centered on students' learning activities,and cultivating students' core literacy of historical materialism,space-time concept,historical evidence,historical interpretation and family and country feelings.At present,the subjectivity of middle school students in history teaching in our country is not obvious,and more attention is paid to teacher leading,and taking learning activities as the center is actually the main position of students in learning activities.Now,academic circles at home and abroad attach great importance to the study of students' subjectivity,and have achieved fruitful research results in theory and practice.On this basis,the author combined with interview investigation,try to apply the classroom mode of learning center to history teaching in senior high school in this paper,hoping to contribute our own strength to the implementation of history curriculum reform.This paper is divided into five parts.The first part is the introduction,which mainly includes five aspects.The first is the reason for the research;the second is the definition of relevant concepts and theoretical basis;the third is the research summary;the fourth is the research ideas and methods;and the fifth is the innovation and deficiency of the article.The second part is the study of the difference and construction significance between the historical "learning center classroom" and the traditional classroom.Compared with the traditional classroom,the role of teachers and students,the way of teaching evaluation,the time allocation of teaching and learning in the classroom of learning center have all changed greatly.Building a history classroom centered on learning activities is of great significance to the overall development of students,the improvement of teachers' literacy and the progress of classroom teaching.The third part is the study of the present situation of the subjectivity of middle school students in history teaching.Taking Huizhou City as an example,the author selected six highschool schools with different students level,interviewed the history teachers of each school,tried to analyze the existing problems from the current situation,and looked for reasonable countermeasures to construct the history "learning center classroom" according to the causes of the problems.The fourth part is the requirement and method study of building the historical "learning center classroom",which is also the main part of this paper.On the basis of previous research and investigation,the author puts forward three principles of constructing "learning center classroom" in history:skoposrule,heuristic principle and Principle of measurement.In addition,it is proposed that classroom construction should pay attention to properly handling the relationship between "teaching" and "learning" in the classroom,clarify the goal of classroom construction,cultivate students' core literacy,and formulate a new teaching evaluation mechanism to adapt to the new mode of classroom teaching.Finally,taking the lesson of "Taiping rebellion " as an example,the author expounds the concrete methods to carry out the "learning center classroom" of history: first,Clear teaching objectives,grasp the direction of classroom organization;second,formulate evaluation criteria to ensure that "teaching" and "learning" have evidence to rely on;third,problem-oriented,organized learning center classroom;fourth,reflect on the classroom,provide learning feedback.The fifth part is the conclusion.The author further summarizes the full text and puts forward a reflection and prospect on the construction of "learning center classroom" in senior high school history.