To Achieve The Research Of High School History Effective Teaching

Since 2003 high school history curriculum reform development, as a teacher who places the teaching first line, I feel the pressure and the challenge earnestly in the teaching practice which new curriculum brings. While deals with the new curriculum reform positively, the author also discovered that because of the new curriculum, the high school history class still has low efficiency. The high school history teaching does not have the result will affect the implementation of high school history new curriculum, and all teaching goal realization. More importantly it's not to realize that the historical education is raising the student humanities, The comprehensive quality of student cannot have the enhancement, and it does not favor our country citizen's overall quality enhancement. The high school history new curriculum's basic idea is that we take the student development as the basis, and do everything for the student, then promote student's full scale development and the sustainable development. Teachers carry out new curriculum idea positively but why do the children like the history not liking the history lesson?The author thought that the new curriculum reform in the exploration stage, so some coordinated reforms has still not followed, for example our college entrance examination system's reform must consummate. But the key is teacher. The classroom instruction is exchange of ideas between the teacher and the student, and it's a process of emotion blends, equal contact, and communal development. The teacher is the leader, the performer, the participant of classroom instruction. If we want to the student fall in love with the historical study, and promotes the student full scale development, the key is that the teacher must receive the basic idea of the new curriculum, then improves own overall quality, the transformation teaching idea, utilizes the teaching strategy and the method correctly, enhances the high school history classroom instruction earnestly the validity.This article carries on the discussion how to realize research of the high school history effective teaching. The purpose is analysis the question which in the high school history teaching practice each link urgent needs to solve under the new curriculum, then research valid way and the method of historical teaching to improves and raises the historical teaching level, so enhances the high school history teaching the validity. In the limited time of class the students not only truly learn the knowledge which lifelong enjoy, and promote student's ability, improve their overall quality, enable the student to obtain the very good development in the society. We can avoid the high school history teaching returns to"examination-oriented education"again on old route, and our education teaching in fostering on the talent to lose takes the initiative. The article divides into five parts. The first part has summarized the research background, the research significance and the method. The second part narrated the high school history effective teaching. The third part stated the quality of the key people that is the historical teacher. The student is the main body of class but the soul is the teacher. The quality of the teacher is decide the new curriculum success or not and the realization the research of high school history effective teaching. The fourth part according to the new curriculum propose that the high school history effective teaching's concrete strategy and the method, the main teaching's preparation and the classroom instruction implementation's aspect inquires into and the elaboration, hoped that has the help to the colleague. The fifth part carries on the inquisition from the high school history effective teaching appraisal aspect. The teaching appraisal often can control the teaching the direction, under the new curriculum the high school history effective teaching's appraisal is affecting high school history effective teaching realization.