A Practical Study On The Development Of Historical Knowledge Transfer Ability Of Senior High School Students

"Teach for Migration","Learn for Migration".Under the background of the information age,the classroom of knowledge has become the past.The classroom with literacy as the idea emphasizes the cultivation of students’ thinking and ability,which is a common challenge facing global education.Therefore,China has put forward the goal of education power and the strategy of talents.School education is paying more and more attention to cultivating students ’ability,and migration is a necessary ability to master subject knowledge,improve cognitive ability,promote thinking development,realize self-development and adapt to social development and go to the international stage;many educators put forward "teach for migration" and "learn for migration".so that migration is a bridge between teachers’ teaching and students’ learning.Due to its distinctive discipline characteristics,high school history has become one of the important disciplines to cultivate students’ transfer ability.The newly published history textbooks compiled by the Ministry not only have intensive knowledge points,but also span the content.The new college entrance examination adds to the difficulty and openness of the test questions,paying attention to the students’ ability to analyze and solve problems.So in the middle of high school history study,students should learn to independent knowledge transfer,from shallow learning into deep learning,from the memory of knowledge,understanding into knowledge analysis,application,evaluation and innovation,make the students will master historical knowledge can transfer to the analysis of historical materials and problem solving,improve the efficiency of deep learning,so as to improve the students’ comprehensive quality and discipline accomplishment.Tt is one of the ultimate goals of history teaching for students to make use of migration to solve problems flexibly,and it is also a high-level of ability that high school students should have.Therefore,this thesis will focus on how high school students transfer from knowledge to achievement ability in the process of history learning.Through the previous test paper,the current situation of the history knowledge transfer ability of high school students is investigated,and then the previous and post test and teaching experiments are summarized on the suggestions of the history knowledge transfer ability.First,the concept,theoretical support,necessity,type of knowledge transfer in history materials;next,Select the two parallel classes,Pre-test of the students,The main and objective factors affecting students’ knowledge transfer are analyzed;then,Two different teaching strategies were used for the two classes,After three months of instructional practice,Select Lesson 26 in the Outline of Chinese and Foreign History,Teaching experiments were conducted in the two classes;Post-test volumes were then tested in two classes,Explore the learning effect of the students in the two classes,On this basis,the problems still existing in the experimental class students are summarized,Finally,the teaching reflection on the above practice,Summarize the suggestion of history subject knowledge transfer ability cultivation of high school students,For the majority of front-line teachers and high school students for reference.