The Theoretical Practice Research Of School-based Teaching Research Of Senior High School Subject: History

The practice of school-based teaching and research in the field of basic education in China started after the "Notice of actively promoting the reform of the system of examination and evaluation in primary and secondary schools" was announced by the Ministry of Education on December 30, 2002. After five years of practice, problems have come up as to whether school-based teaching and research has been widely accepted and whether it is a practical way for senior high school teachers' specialization and professional development. This paper reviewed and analyzed the existing research of school-based teaching and research at home and abroad to point out the parts to be explored: 1. Most of the study stayed in the macro-view of the experts and scholars; 2. They put too much emphasis on research methods instead of exploring the contents; 3. There existed a lack in the construction of the school-based teaching and research of high school subjects, particularly that of high school history, 4. The rural school-based teaching and research was marginalized; 5. The effectiveness of school-based teaching and research needs further proof. The points mentioned above reflected the poor run of school-based teaching and research.This paper analyzes the theoretical necessity of senior high school history school-based teaching and research from the Education Action Research theory, group theory of motivation, encyclopedia-style of discipline history as well as the characteristics of the new high school history curriculum changes with an investigation in some senior high schools in Wenzhou, Zhejiang Province. It shows that high school history teaching and research-based disciplines of the status quo is not satisfactory; therefore it is imminent to improve the present situation. The writer believes that a mechanism should be established to ensure the practice of school-based teaching and research, and to reestablish indicators of the effectiveness of senior high school school-based teaching and research, such as the subject feature and humanity of study purposes, the pertinence and reification of study problems, the grass-roots popularization and participation of study objects, the formation and guidance of the study process and the application and constructivism of research findings and so on, so that the school-based teaching and research will be able to be standardized and sustainable and effective.Besides, as is expounded in this paper, it is crucial to explore the appropriate contents and methods adaptive to the subject-based teaching and research of high school history. School-based teaching and research is to solve the "problems" as the center of the new high school history course under what is necessary to explore, posed on the specific contents of school-based teaching and research; and theoretical study, reflect on the case, collective classes, lesson study, network teaching and research, high-quality rating classes, dispatching teachers to teach in the countryside and so on are more suitable for high school history teaching and research in specific disciplines of school-based approach. Only with the support of the proper contents and methods, can high school history teaching and research-based disciplines effectively improve the quality of classroom instructions, promote common development of teachers and students, and then enhance the level of school culture.