Effective Strategies For Senior High History Teaching

There has been a prominent problem in China's primary and secondary education for a long time. That is, students learns painfully, while teachers teach hard, lacking effectiveness. With the new curriculum reform, it provides high school history teaching with new opportunities for development, and the pursuit of effective teaching has become the responsibility of every high school history teacher.Effective teaching is the teaching activities of teachers to follow the objective law, with minimal investment, to obtain as much as possible the effect of teaching in order to achieve specific educational objectives, to meet the educational value of social and personal needs. This article is based on the implementation of the new curriculum as the starting point, combined with the history of the actual situation of the classroom for effective teaching of the Theory and Practice. Full text of a total of three parts:The first part,.teaching preparation strategies. First analyze the situation of students, to stimulate student motivation to learn, alert students effectively; followed by the clear teaching of the three-dimensional targets, to achieve the knowledge and capabilities, processes and methods, attitudes and values combined to achieve the shift to a knowledge-based development of students; the third is the usage of history textbooks, history textbooks content's increase, deletion, reorganization, in order to achieve the optimization of teaching resources; fourth, select the appropriate teaching methods, so that the teaching of history to achieve rich, process-oriented activities, to explore the issue of, experience of effective good condition; Fifth, the use of modern teaching methods, content-rich teaching and stimulate student interested in learning.The second part is classroom teaching strategies. First, create a positive classroom atmosphere; followed by the creation of teaching situations, to shorten the time from the historical phenomenon, so that students perceive history; third, the creation of historical issues, encourage students to think, on this basis to ask questions; fourth, to encourage students to explore cooperation, the history of the initiative to improve student learning, enable students to understand the cooperation, communication, exploration and innovation.The third part, teaching evaluation strategies. Primarily concerned with the students, the evaluation of student learning as a teaching subject; followed by process-oriented evaluation to promote student-round and harmonious development; third, the pursuit of a variety of evaluation methods to promote student self-development; Fourthly, students, teachers, parents, community to participate in the diversification of evaluation, focusing on self-evaluation combined with his assessment.