An Exploratory Study On The Living Teaching Of High School History Classroom

The new curriculum reform requires close connection between course content and life and times,changing the situation of students’ learning life and real world detachment,and reflecting the characteristics of the times.Together with the General High School H istory Curriculum Standards(revised in 2017 edition 2020),it clearly points out the requirement that education and teaching should be close to students’ life reality.Therefore,this paper takes history classroom life like teaching as the main goal,as a way to explore and study effective strategies and methods of conducting lifelike teaching in high school history classroom.This paper is divided into five parts.The first part is the introduction,which mainly discusses the reason for choosing the topic,explains the definition of concepts such as life,students’ life and life-based teaching,presents the theoretical basis of the thesis,sorts out the relevant research results on life-based teaching at home and abroad,and finally introduces the research methods used and the innovations of the thesis.The second part is a survey study of the current high school history living teaching.Through a questionnaire survey of front-line teachers and students,we initially understand the current situation of lifelike teaching in high school history classroom,and then analyze the obtained data and summarize the reasons in order to propose more effective strategies and methods on the implementation of lifelike teaching in history classroom.The third part is the functions of living history classroom in high school and its characteristics,which mainly inc ludes the functions of living classroom teaching and the three major characteristics of living classroom teaching,namely,dependency,subjectivity,and locality.The fourth part is the exploration and research of living classroom teaching in high school history,which is the main part of the thesis.The first is to c larify the principles of high school history living classroom teaching,which are the principles of transferability,experience,and autonomy respectively.The second is the strategy of high school history life-based classroom teaching,which mainly involves three major strategies of knowing and understanding history from life,discovering life from history,and bridging the connection between classroom teaching and life,integrating students’ life experience,hot topics and actual events in society,the content of new textbooks,and the evaluation of high school examination questions,etc.The discussion is launched.Fina lly,the methods of high school history life-based classroom teaching are discussed,starting from three major aspects: creating situations,role-playing,and field teaching,allow ing students to participate in the classroom to gain historical experiences,narrowing the gap between history and life,and solving the problem of lacking a sense of historical experience among students in the survey results.Part V discusses the issues that should be paid attention to in the implementation of lifelike teaching in high school history classrooms,at the teacher level and at the student level,respectively.Fina lly,reflections and perspectives on the study of living history teaching in high school classrooms are presented in order to better promote the effective implementation of living classrooms.Due to the limitations of theory and practice,there are still problems that cannot be solved at the moment,such as the difficulty of organis ing history experience activities outside school and the difficulty of changing teachers’ teaching concepts.The challenge is that the concept of life like teaching cannot be implemented in a ll teaching sessions.This will be studied in depth in the future through continuous reading and learning as well as in teaching practice.