The Scientific And Normative Study Of The Designation Of The History Exercise Of The Middle School

In the 21st century, with the development of science and society, China's historyeducation is just in its transitional period from exam-orientation to quality-orientationeducation. History, as a very important humanities subject, is also required some adjustmentand reform in order to keep pace with China's social development, and also required somenew educational task. The History Exercise of the Middle School, for its special function,plays a very important role in the history educational system, and also becomes a necessarymeans to accomplish its teaching task. However, there are still many problems in the designation of history exercise of themiddle school, such as, there are so many history exercise with relatively poor quality, thecontents of the exercise is not designed according to its function, the form of the exercise isunitary and its contents is out-dated, which make students can not achieve good result inhistory study. Instead, too much history exercise is just increasing students'work loads andmaking them feel boring toward history study, so the students are always busy doing thesebad-designed exercise but make little progress. In a word, there is little use for the students todo this kind of exercise. There are many reasons which lead to the above mentioned question. Among thesereasons, some is objective, some is subjective, and the method of the designation is not sogood. So, on the basis of scientific and normative study of the designation of the historyexercise, combining other teacher's experience with my own, I would like to illustrate mypoint of view on how to design better exercise that is useful for both teachers and students.The following are my personal suggestions. 1, To explain the importance of the history exercise from the new required task and itsclose relation with history education. 2, To illustrate the value of the good designation of history exercise though the analysisof the classification and function of common history exercise of the middle school. 3, Combining the reality and practice existed in the process of the designation of theexercise, applying the up-dated psychological, educational theory to analyze and study thefeasibility of the application of the teaching theory, the main task is to have a scientific andnormative study of the designation of the history exercise. From the above mentioned problem, the analysis of possible reasons and possiblesolution, I suggest that our history educationists and teachers should attach great importanceto the scientific and normative study of the designation of the history exercise because thewell-designed exercise is a very good helper for both teachers and students.