Task-driven Teaching In High School History Class

In the process of development,Chinese education has undergone several reforms. This time, the slogan of essential-qualities-oriented education reform was proposed, which requires teachers be human-oriented, and cultivate students'ability of lifelong learning, realistic scientific attitude and creative minds. High school history teaching is an important part of basic education. Moreover, the improvement of social development and basic education reform has new demands for the purposes, objects, contents and methods of history education. Task-driven teaching approach is a part of the tide of essential-qualities-oriented education reform waves in the new era of new educational model. In other words, it brings fresh air to breakthrough traditional ways of teaching. Task-driven approach of teaching is based on student-centered and task-based learning theory, and guide students to gain, master and use knowledge by discovering it, in order to help them build new cognitive structure constantly, and train their innovation spirit and creative ability. However, it becomes an important subject to be studied how to carry out the task-driven approach the teaching of history in high school history classroom teaching. This paper analyzes the current problems in teaching history, the theoretical basis and application strategy of task-based teaching in high school history class. To achieve the goal, I carried out the design and analysis of the case, as well as teaching practice, which has achieved good results. The results show that students can enhance consciousness, stimulate interest in learning, improve their analysis of issues and problem-solving skills, enhance their sense of innovation and improve their historic achievement in the implementation of task-driven approach of teaching. As a new teaching approach, first, Task-driven teaching method is closely connected to students'personal development and can effectively change the their attitudes towards learning,and arouse their initiative and enthusiasm in history study so that they will love learning, enjoy learning and grasp the skill of learning. Second, it has a lot of things to do with the actual teaching of history in high school too. It can not only effectively cultivate students'independent analysis of the historical phenomenon, and help them establish a correct concept of history, but also train them study real problems with historical analysis methods. Third, it is associated with students'cognitive style, and can change the way of stimulating knowledge, excite their desire of study, respect their unique ways of thinking and promote the cooperation and creativity. Finally, through the exchanges and inspiration, students can broaden their minds, create a way of divergent thinking, and eventually cultivate their creative awareness and ability.