Research On Learning Situations And Teaching Strategies Of The Outline Of Chinese And Foreign History

The Outline of Chinese and Foreign History,a compulsory history textbook for senior high schools organized and compiled by the Ministry of Education,is gradually being used in the whole country and its scope is constantly expanding.It is very urgent and necessary to study the study status and teaching strategies of the Outline of Chinese and Foreign History as a new textbook.Shandong Province is one of the first six provinces and cities to use the Outline of Chinese and Foreign History.So far,two classes of students have systematically studied the Outline of Chinese and Foreign History.This paper takes Jinan Laiwu No.1 Middle School as a case study,and analyzes the current situation of students’learning and teachers’ teaching by combining quantitative research with qualitative research.There are contradictions between the large learning content and the limited learning time,the contradiction between the weak learning condition and the presupposition of the Outline of Chinese and Foreign History on the learning foundation of students,the problem of learning world history and Chinese history in the same way,and the problems of the life-oriented language.In the teaching and research,teachers also encountered some unfamiliar knowledge,the depth of the difficult to grasp such problems.There is a tendency of template in the classroom teaching of the Outline of Chinese and Foreign History,and the contradiction between "teaching" and "management" is prominent.In the study and evaluation of the Outline of Chinese and Foreign History,there are some problems,such as fuzzy evaluation standard,lagging evaluation idea,single evaluation method and single evaluation subject.All these areas call for specific targeted strategies.At the same time,we also need to construct a teaching theory about the Outline of Chinese and Foreign History.On the basis of collating,analyzing,summarizing and synthesizing the questionnaire data,interview data and field data,and combining the related theories of pedagogy and psychology,the author makes a preliminary attempt to interpret the above dilemma,and puts forward the teaching strategies of the Outline of Chinese and Foreign History.The author’s conclusion is that teachers should first treat and analyze it rationally,and grasp the Outline of Chinese and Foreign History from political,educational and academic perspectives.The teaching and research of teachers should be based on the curriculum standard and the core quality of service,find the right starting point of teaching and grasp the important and difficult points of teaching.Scientific selection of historical materials,the implementation of the teaching of historical materials;The vertical new lecture is combined with the horizontal recitation.Teachers should stick to thesis thinking and problem orientation in classroom teaching.The study evaluation of the Outline of Chinese and Foreign History should combine the conventional evaluation with the examination evaluation,the qualitative evaluation with the quantitative evaluation,the evaluation of others with the self-evaluation.In addition,the author also puts forward three specific methods to help students adapt to the new textbooks:realizing the effective connection between junior and senior high schools,practicing the concept of shared learning and constructing a new learning psychology.Finally,the author presents a case of applying the above teaching strategies in the teaching practice of the Outline of Chinese and Foreign History,which can be used as a test of the research conclusions.