| The Revolution of1991, as a historical content, plays a decisive role in the senior high school history curriculum, and is one of the difficult historical contents that high school teachers keen to grasp. And the specialized teaching research of the1911Revolution has not yet been studied in domestic middle school history teaching. Therefore, this article attempts to study the topic in following three aspects-the teaching status, teaching strategies and teaching implementation, so that I can perform better in teaching in the future, and give my humble contribution to the development of middle school history teaching.In chapter one:the teaching status of the1911Revolution. I mainly launches the elaboration of the status of this topic from these two perspectives-the present situation of teaching material and teaching. In the section of teaching status analysis, I research the topic content of the high school history textbook by comparing the PEP edition, the PPH edition and Yuelu press edition, analyzing the teachers how to make good use of the other two versions on the premise of good using of the school selected version, and make the teaching contents meet the needs of teaching objectives and students. And in this section, I take the traditional teaching for example, which caused by the inadaptation of new textbooks and the incompletely change of teaching ideas to discuss the problems in traditional teaching implementation. So we could put forward workable teaching strategies to teach better in the future according to the change of new textbooks and problems of traditional teaching implementation.In chapter of teaching strategies, I mainly expound the topic from three aspects: updating the ideas of using textbooks, introducing historical research achievements to enrich the teaching, and basing on new curriculum standards as well as integrating textbooks. For the first aspect, it would be discussed in forming a right teaching concept and a right teaching material concept.For the second aspect, it will be considered in the necessary of introducing historical research achievements, paying attention to problems of this act and using the achievements into history teaching. As for the third aspect, I chiefly launch the elaboration from following three points of view:integration of the different versions of textbooks, integration of the methods used in teaching and the optimization textbooks’ designs. In the implementation of teaching and summary on this topic, I intend to expound the instructional design theories and the practical basis of the1911Revolution project, and then the innovation teaching design of it. At the end of the topic I bring to a conclusion on the basis of the subject feedback. |
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