Research On The Application Of Learning Progressions Theory In High School History Teaching

The application of Learning progressions Theory in high school history teaching presents the gradual thinking development process of students’ understanding of teaching topics in the implementation of a series of learning tasks.It takes the original cognitive foundation as the advanced starting point,and takes the development of historical understanding as the guide to design advanced learning goals and progressive tasks,to promote students to develop historical understanding in an orderly manner while doing tasks,and to carry out performance tasks for students’ advanced situation.Evaluation.The Implementation of Learning progressions Theory in High School History Teaching is affected by the original cognitive structure of students,the dislocation of historical understanding subjects and the method of teaching evaluation.It is necessary to consider the influencing factors in the implementation and link the research results of advanced learning at home and abroad to formulate appropriate historical learning strategies.In the teaching practice of Learning progressions Theory in high school,the implementation principles of "constructing the subject based on the theme,integrating the teaching content","leading the task based on the task,developing the understanding level",and "multiple evaluation based on the performance of the students" should be followed.Combined with the composition and influencing factors of advanced learning and its principles,the Implementation of Learning progressions Theory in High School History Teaching should reasonably analyze the learning situation and determine the starting point of the advanced;Transform learning scaffolds according to different learning tasks to help students advance their level of historical understanding,and review the progression effects by evaluating students’ performance on performance tasks.The application of Learning progressions Theory in high school history teaching should create a "learning-centered classroom" centered on the development of students’ historical understanding,which is conducive to cultivating students’ metacognitive ability,improving the level of historical understanding and promoting the consistency of teaching evaluation has practical significance.