Curriculum Based On The New High School History Teaching And Research Reflect

With the new curriculum reform further in-depth, high school history teacher of history to re-examine the process of teaching practice, classroom teaching is to promote curriculum reform in primary position, reflective teaching is the active practice reflect the concept of the new curriculum reform teaching methods, reflection high school history Teaching is in this context are more and more concern and attention of teachers. Reflections on teaching high school history compared with traditional teaching methods, it is relatively new courses that reflect the principles of the reform of teaching, methods and teaching objectives.The current situation based on the rapid development of education reform, the concept of reflective teaching and the teaching methods of teaching special attention to the reality of educational practice, is to transform the classroom teaching high school history teachers, the ideal way to promote the teaching of history in many ways the realization of the value of high school Historical Reflections on teaching and teaching than the traditional explanation has the following distinctive features: (a) has a clear purpose and point of; (b) positive thinking and critical analysis; (c) has a strong sense of responsibility, good attitude and the spirit of perseverance; (d) the use of innovative teaching methods and moral; (e) focus on communication and learning among teachers; (f) emphasis on the effectiveness of classroom teaching.This paper explains the meaning and characteristics of reflective teaching, reflective teaching as a high school history teaching makes the spirit of the times with more or less "reflective" colors. Reflections on the teaching of history is always closely linked to, intentionally or unintentionally. In a sense, the essence of teaching is lively and full of interesting teaching practice. Especially to high school history teacher raised a new challenge, teachers must change the traditional teaching methods, creative implementation of the new curriculum, the courses become reflective practitioners, to break the "old wine in new bottles", "wear new shoes to walk the old path," the pattern . Promote reflective teaching so that teachers go beyond the traditional idea of mechanical reproduction, the reform will help teachers to form a new understanding and awareness and improve professionalism, to promote their professional development as reflective teachers. In this sense, the topic of education reform is also a response to trends in the new curriculum, but also to improve the teaching practice of the new curriculum has a certain reference. The classroom is the history of life and values students form an important place, but also students to understand the value of life, an important channel for the existing value. For some time, some people understood the history is the single rote knowledge of the history curriculum did not see value in it. This round of the new curriculum reform not only made the teachers teaching methods and course content changes, but also raised the way students learn and the way student-teacher interaction side innovation.In the course of the implementation of new curriculum, some teachers teaching the concept of reflection is not fully understood, the process of teaching practice, there have been some problems in teaching practice, often some "behind closed doors" does not communicate with anyone, not in-depth reflection, come to the surface The phenomenon, sometimes some history teachers to communicate with anyone just to say cliches, kind words, these are not truly reflective teaching. Sometimes reflective teaching but also by external conditions not conducive to reflective teaching. On the problems in reflective teaching, I try to put forward a solution to the author's teaching practice tests, for example, of reflective teaching practice in teaching how to use. The role of better ideas, to bring the majority of high school history teacher inspired to promote reflective teaching high school history teachers, and promote the healthy growth of the teaching profession.