Research On The Teaching Model "Guiding-Exploring-Apprehending" In Middle School History

A new round of elementary education curriculum reform requests teachers should establish a new teacher-student relationship which is a positive interaction with students and the common development in the process of teaching. Teachers are required to handle the relationship between the knowledge teaching and the ability fostering. Teachers should also attach importance to cultivating the students' independence and autonomy. Teachers are supposed to guide the students to question, investigate and research. In practice, the students could take the initiative and individual study. Traditional teaching models can not adapt the development of the times' demands.The thesis is based on the discussion about how to reform the traditional teaching models for the middle school history teachers under the circumstances, which are the era of knowledge economy and China's new curriculum reform in the 21^st century. The teaching model "guiding-exploring-apprehending" can be implemented in middle school history class. Teachers are expected to cultivate the innovative talents with the spirit of initiative and practical ability.The whole essay can be divided into six parts of the main body.In introduction, it points out that a new history teaching model should be established in order to overcome the drawbacks of traditional class teaching models, which can adapt the era of knowledge economy and the requirements of the curriculum reform.The second part outlines the basic principles of the teaching model "guiding -exploring - apprehending". It goes deep into analysis of the concept and characteristics of the teaching model "guiding - exploring - apprehending", as well as the theoretical basis for the creation of this model.The third part deals with teaching objectives, teaching principles and structural analysis of the teaching model "guiding - exploring - apprehending". On the basis of the illustration of the teaching objectives and teaching principles, it analyses the structure of the model in depth.The fourth part illustrates the basic strategy in which the teaching model "guiding-exploring-apprehending" is implemented. It introduces the basic strategy in which the model is carried out: strategy of concept reconstruction, strategy of concerning reality, strategy of linking with life, strategy of studying materials, strategy of situational experience, strategy of cooperative learning and so on.The fifth part shows the examples how the teaching model "guiding -exploring—apprehending" is carried out. We take a lesson "the Formation of the Situation in which Three Kingdoms are Separated" for example, which is from history textbook of middle school.The sixth part comes to the conclusion. On the basis of the previous chapters' overview, it emphasizes the research on the teaching model can not be divorced from the reality of the current curriculum reform, and can not lose touch with the characteristics of its subject. The notions of the history teachers should be updated. According to the characteristics of the subject, we should develop reasonable teaching strategies to implement this model.