A Study On "Problem Design" In History Teaching In Senior High School

Problem everywhere, learn to identify and solve problems is the need of human survival, the power of human innovation. In the current basic education teaching history curriculum requirements to change the way students learn, guide students to actively participate in the teaching process, the courage to ask questions, learn to analyze problems and problem-solving. The problem is designed as a very important part of teaching high school history education has long been important for the majority of researchers. This article attempts by theory with practice, a brief study on the teaching of history in high school module under the topic "design", to talk about their shallow understanding to start a discussion.This article consists of four parts:the first part of the high school history teaching "understanding of the design, including research background, research review, definition, method ideas. The second part of the high school history teaching "Design Problems," design "in the teaching case analysis of the current existence of the following questions: deviation from the students’ actual, different class type highly repetitive, center content and specific content is not clear, empty adult. The third part of the use of educational psychology theory teaching cases "Design Problems improved. The fourth part of the current high school history teaching "design" Reasons and Countermeasures of problems. From teachers, curriculum, discipline and other aspects sum up the reasons put forward corresponding countermeasures. Issues designed to meet the actual student learning, to reflect the new curriculum of high school history heavy and difficult compliance issues Principles of Educational Psychology, by different class teaching, thereby enhancing the effectiveness of classroom teaching high school history course teaching objectives.