Investigation And Analysis Of Senior High School Students' Learning Approaches In History ��Taking Z Area As An Example In H Province

History learning approaches are the behaviors and means of solving problems that arise in the learning of history as demonstrated by students in the complex activity of learning history,which is how students do in the process of learning history.History learning approaches are the link between historical knowledge and key competences,and teachers use its to guide students learning,to explore and understand history in depth,so that students learn to learn and develop key competences of history discipline.History learning approaches are divided into general and specific approaches,including history memory approaches,history thinking approaches and history research approaches,and the history learning approaches of students in general high schools in the city of Z,which is located in the south of province H,basically cover the above three kinds of approaches.In other areas,teachers can draw on these approaches to innovate teaching approaches and guide students' learning;students use history learning approaches to carry out their studies and enhance their historical thinking and research competence.Senior high school students' approaches to learning history are diverse,and vary in school,grade,gender,age and achievement.Senior high school students' perceptions,choices and mastery of history learning approaches also vary depending on their learning environment,learning outcomes,extra-curricular activities,study time,learning foundations and history teachers.History learning approaches are dynamic and evolving.However,due to the constraints of the above-mentioned factors,there are four aspects of problems.First,students place too much emphasis on �content knowledge� at the expense of �methodological knowledge�.Secondly,students are unable to learn history approaches systematically.Then,students are incomplete in the learning process and do not form good learning habits.Finally,students are not sufficiently reflective and teachers fail to receive timely and effective feedback.To address the above issues,teachers and schools can work together to promote the application and mastery of history learning approaches and to enhance students' �learning power� in history by using textbooks and activities to guide them through the four main stages of preview,study,consolidation and evaluation.