A Probe Into The Construction Of The High School History Classroom Learning Community

In the educational background of the in-depth development of the new curriculum reform,reflecting on the current problems in high school history classroom teaching,there is an urgent need to find ways to carry out classroom teaching reforms to meet the needs of students' all-round development.After studying and analyzing the theories of "Classroom Learning Community" and"Parker Palmer's Community",I came up with the idea of constructing a high school history learning community based on theoretical guidance.The introduction part introduces the problem's proposal and research significance,that is,responding to and implementing the requirements of curriculum reform,trying to solve the current teaching dilemma,and developing the starting point of the theory of history classroom learning community and the research significance of theory and practice.At the same time,it sorts out the research status of the high school history classroom learning community,and briefly explains the thinking and methods of this article.The first chapter discusses the related concepts of the high school history classroom learning community.Specifically,by combing through the concepts of history,history education,high school history curriculum,and core literacy related to high school history,the concepts of community' learning community,classroom learning community related to classroom learning community,and the connotation of Park Palmer's community,it provides a conceptual basis for the analysis of the characteristics of the high school history classroom learning community in the second chapter.The second chapter is to comb the characteristics of the high school history classroom learning community.Based on the recognition of the disciplinary characteristics of high school history and the characteristics of the classroom learning community,the following main characteristics are sorted out:the integrity of the vision,individuality and excellence,the subjectivity of the classroom structure,and context of classroom learning atmosphere,the interactivity of classroom teaching activities.Characteristic analysis is the starting point of this article's practical exploration and the final goal of reflection.The third chapter is based on the analysis of characteristics to formulate the construction strategy of the high school history classroom learning community.The first is to build the classroom environment,the second is to build the relationship between dialogue and listening,the third is to establish the learning vision,the fourth is to establish the "core concept",and the fifth is to clarify the individual in the setting of learning and group cooperative learning,the sixth is the setting of problem-guided teaching situations,and the seventh is the practice and exploration of multiple targeted evaluations.This is the key research part of this article,which serves as a link between the previous and the next.The fourth chapter is the analysis of the lesson examples of the high school history classroom learning community,taking the unit teaching of the third unit of the "Chinese and Foreign History Outline(Part 2)" as the lesson example,investigate from pre-class preparation,teaching design compilation,teaching situation investigation and analysis,etc in order to verify its effectiveness and reflect on its existing problems.The fifth chapter is a reflection on the lesson examples of the high school history classroom learning community.It mainly reflects on the effectiveness and deficiencies of this lesson example,through combing the general situation and related reasons,accumulating experience and proposing improvement strategies.