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1、1On the teaching of history in high school student body theoryIn the new curriculum, teaching methods from the traditional exam-oriented education to quality education and transformation, and focus on their overall capabilities. Changes the teacher talks, students listen to traditional teachings, to
2、 shift the focus of teaching to the students, students to become the subject of learning. I talk about this in high school history teaching in some specific way. 1 clear learning goals for students In teaching practice, I based on dual link (ie, and high ?school history syllabus , seriously study te
3、xtbooks, history textbooks in every stage of each chapter, each section of concrete requirements and by learning the extent to which it should tell students, so students know what goals were clear, both to enhance their learning and confidence, but also to facilitate the students to check their lear
4、ning. (2) to guide students to read textbooks Textbooks 2are the main source of students to acquire knowledge, but also the main basis for student learning, especially in the characters part of the textbook is the main content of history teaching course, and some charts for some small print, it must
5、 guide students to read, which deepen and broaden students understanding of the main content of knowledge is indispensable. Entrance Examination on view in recent years, students read the material, analysis of material content, the information summarized in the effective capacity of the material is
6、even more important, and I in the last decade high school history teaching practice, to appreciate the teaching of the characters and through the small print textbooks, contact through text and diagrams to guide students to think, ask, extension and development, full use of textbooks in the intellig
7、ence factors, the basic knowledge and improve ability of good. However, many students do not attach importance to, or do not know how to attach importance to textbooks, especially in the review stage, some students think they are already familiar with the content of textbooks, so most of the time an
8、d energy to engage the community to see some 3information on the review In response to this situation, I repeatedly stated that in addition to students, but also the use of textbooks on the content, compiled a number of issues, in order to urge them to read textbooks, such as the next volume of the
9、first chapter three of Chiang Kai-shek in the nine? 18 Incident, the Japanese invasion of China before and after the four material issues, I designed the following problems: four materials reflect the Chiang Kai-sheks aggressive expansion of Japans attitude? take the kind of policy? combination of m
10、aterials, indicating the rapid degeneration of the reason for the three northeastern provinces. your remarks on the Chiang Kai-shek What do you think? By design, provide textbooks for students to read relevant material, master the basics of textbooks, and on this basis, to deepen the understanding o
11、f the main contents of textbooks and knowledge, and ability of students. In addition, some problems can also be designed to enable students reading textbooks, pay attention to tap the tacit knowledge of textbooks to students of analysis, comprehension. 4Such as: The following sequence of events is:
12、bus letter; Strong Society was founded, foreign Ji Wen Founder, Restoration Reform Movement in a nationwide The correct answer to this question is: , and many students think it should be , This error is due to ignorance of the books in the learn to set up strong after renamed the This sentence, so f
13、ounder is earlier than the strong societies work . 3 to encourage students to question Finished a chapter, and students may experience their own can not solve the problem, I asked students to raise questions, to the class discussion, teachers will only be coaching the side, to guide, inspire the wor
14、k. Difficult for students to solve or not solve the problem, in accordance with specific conditions to prompt students to answer or, if necessary, they are given individual counseling. Links to free download http:/5proved that the students themselves to engage in clearly, the impression is deep, the
15、 memory 4 requires students to make learning summary Each finished a chapter, unit, and a book, I always ask students to write learning experience summary. Is actually a written summary to refresh the content with the review process has been learned, students are likely to write summary of the process find themselves not previously know and understand the issues in order to make up deficiencies, and to spread the knowledge in the textbooks to be systematic, which can be more comprehensive and deeper understanding of this purpose, I often consciously arranged with a summary of some of th
