The Study Of The Stratified Teaching Theory And Practice In High School History Classroom

"People-oriented", as well as gearing to all students and promoting their all-round development, is not only the pursuit of today's education, but the guiding ideology for its reform. In order to change the traditional examination-oriented education and implement new curriculum reform ideas and requirements, this paper, based on inheriting the traditional thinking of teaching students in accordance with their aptitude, discusses and demonstrates the stratified teaching theory and practice in high school history classroom from a new perspective, by using theoretical achievements on educational psychology and absorbing instructive experience on stratified teaching in China and foreign countries, which aims to explore a set of practical stratified teaching scheme for high school history class to enhance the validity of high school history teaching, improve its classroom teaching quality, and promote quality education strategy. On the guiding of the traditional thinking of teaching students in accordance with their aptitude and the multiple intelligence theory and the basis of inheriting the useful experience and lesson of traditional stratified teaching, this paper, changing what has been done for stratified teaching in the past, i.e., dividing students into superior class and inferior class according to their examination results or three-tier as good, average, and bad in a class, explores that in a class, teachers practically find out the non-intellectual factor differences existed among students(mainly the differences on learning interest) and their learning ability differences, and hereby teach them hierarchically and let them improve gradually. The basic idea is, from the view of maintaining students' self-esteem, inspiring their confidence, spiriting up their self-reliance, and realizing their ego, to transform teachers' teaching methods and students' learning methods, so that each student can obtain the biggest development for themselves, enhancing education and teaching quality.Based on this, this paper is divided into four parts. The first chapter for "Introduction", mainly illustrates the proposal of stratified teaching problems existed in high school history classroom, the key issues needed to be solved, the research status quo at home and abroad, and the research methods of this paper. Chapterâ…¡for "The Necessity of Stratified Teaching in High School History Class", based on relevant data and literature information obtained through investigation, demonstrates that stratified teaching in high school history classroom is an important method to change the exam-oriented education and implement quality education. Chapterâ…¢for "Interest-Stratified Teaching in High School History Class", discusses in detail the feasibility and practicability of stratified teaching in terms of non-intellectual factor - interest with plenty of vivid teaching examples, from both theory and practice. Chapterâ…£for "Ability-Stratified Teaching in High School History Class", based on the previous chapter, describes hierarchical teaching according to the law that students' ability develop progressively, as a result the students can be improved hierarchically and realize their all-round development, making the stratified teaching in high school history class more complete and systemic.