Comparison Of History Classroom Teaching Between Chinese And American High Schools

Classroom teaching,as the main form of teaching in modern schools,is an important channel to achieve talent training,and high school education has important special significance in improving the quality of the people and training innovative talents.Under the trend of promoting curriculum reform and developing world-class quality education with Chinese characteristics,high school history classroom teaching needs to deepen practice in an international perspective.This article focuses on Chinese and American high school history classroom teaching and seeks for reference in comparison.This article is based on first-line high school history classroom teaching records and typical cases of American high school history classrooms.The main research methods are literature research,case analysis,and comparative analysis.Based on the analysis of the requirements of Chinese and American curriculum standards,the implementation of history classroom teaching in Chinese and American high schools is analyzed from the four dimensions of teaching objectives,teaching content,teaching methods,and teaching evaluation.Summary Chinese high school history classroom teaching has the characteristics of moving from three-dimensional goals to core literacy,focusing on the construction of knowledge systems,focusing on knowledge teaching methods,and evaluating methods from single to multiple.The United States pays more attention to the development of critical thinking skills and interdisciplinary cooperation,mainly based on cooperative discussion methods,and the teaching evaluation methods are more open.Summarizing the similarities and differences,it is concluded that the high school history teaching in both countries focuses on the implementation of basic subject knowledge,student participation in the classroom and the use of historical resources.But American high school history classroom teaching shows more attention to the process of knowledge acquisition,the exploration of the original history,the dialogue between students and students,and the cultivation of critical thinking.It is proposed to create historical problem situations,use digital historical resources,and use document analysis tools to carry out four points of critical reading,hoping to help the history teaching in high school.