A Study Of Senior Middle School History Teaching Strategies From The Perspective Of Knowledge Classification Theory

Historical knowledge is complicated and complicated.Based on the theory of knowledge classification,the use of appropriate teaching strategies for different types of historical knowledge,and the classification of historical knowledge teaching is conducive to promoting the transformation of students' learning methods and teachers' teaching methods,and is essential for the implementation of students' core The cultivation of literacy,the efficiency of history classroom teaching,and the improvement of learning efficiency have important application values.Based on the knowledge classification theory of modern cognitive psychology,this article takes as an example the historical knowledge in the textbooks required by the "General High School History Curriculum Standards(2017 Edition)",and combines the views of philosophy and psychology on knowledge classification.It is classified,mainly divided into two categories: declarative knowledge and procedural knowledge;and analyzes the characteristics and laws of different types of historical knowledge;based on the above research results,taking a lesson in the departmental textbook as an example,it shows the difference The teaching design of different types of historical knowledge;finally,the corresponding teaching strategies for different types of knowledge of high school history subjects are constructed.This article focuses on the topic selection and conducts research from six aspects.The contents of each aspect are summarized as follows: One is the introduction,which mainly introduces the origin of the research of this article,combs the literature review,and presents the research ideas and methods of this article;the second is the first part of the main text.Mainly define the core concepts,then introduce the domestic and foreign knowledge classification theories,and explain the guiding significance of the knowledge classification theory to education and teaching;the third is based on the relevant theories,the compulsory and the new curriculum standards required by the general high school the optional compulsory historical knowledge is classified into two categories,declarative knowledge and procedural knowledge.It also analyzes the characteristics of different types of knowledge of high school history subjects.The declarative knowledge of high school history is characterized by abundant quantity,broad content,and relatively specific.The procedural knowledge of high school history is characterized by remarkable dynamics,abstraction,and inquiry;the fourth is based on the research results of the previous part,combined with teaching materials to show a teaching design case for different types of historical knowledge;the fifth is for each Different characteristics and learning process of class knowledge,explore the corresponding teaching strategies,in which the teaching of declarative knowledge can be used in the stage of knowledge acquisition,using teaching and notification,creating situations,scientific questioning and other strategies;in the consolidation and transformation of knowledge In the stage,retelling strategies,organizational strategies,and finishing strategies are adopted;in the stage of knowledge extraction and application,the strategies of interval review,guiding migration,and evaluation feedback can be adopted.The teaching strategy of procedural knowledge is equally applicable in the first stage and the teaching strategy of declarative knowledge,which is mainly different from the latter two stages,and the latter two stages often adopt the strategies of variant exercises and learning feedback;The sixth part is the conclusion of this article,which summarizes the research work of the full text.