The Teaching Practice Of The Tacit Knowledge Of High School History Teaching Material

The Recent Round curriculum reform of basic education clearly state:"To make the students enhance historical consciousness, draw a historic wisdom, expand students’horizon, understand the development tendency of China and the world by learning high school history。"To realize this idea, the basic contexts、 historical experiences and lessons. Marxist scientific view of history, the rule of history hidden behind explicit knowledge must be scooped out, then pass on to the students in a cheerful way while teaching.The tacit knowledge teaching of history textbook is based on history textbook explicit knowledge, using the diversity of teaching methods, the teachers and students work together and unearth tacit knowledge, in order to realize the social function of history. In the trend of the new curriculum reform, the history textbook recessive knowledge teaching must be practiced under the guidance of the new concept. For example the concept of Student centered, the concept of Big teaching material, Multiple Teaching Method etc. Only if the tacit knowledge teaching and curriculum reform combine closely, that can bring into full play the role of tacit knowledge teaching. Therefore, I choose " The high school history textbook of tacit knowledge and teaching practice" as the research topic, I hope this topic research can do a little to the high school history teaching.This article combine the literature researching and empirical analysising, mainly study the five parts of the related problems, the main idea is as follows The first part is" preface", mainly on the topics of reason and significance, domestic and foreign research review.The second part explains the theory research that supports tacit knowledge and its guiding role in teaching practice; then elaborate the related concept.The third part, analysis the current situation of tacit knowledge teaching of High school history in the students based on questionnaire and interviews with teachers. Then aiming at the problems, combined with the concept of the new curriculum reform, put forward4advice:Pay attention to the tacit knowledge of History Textbook; set up the view of "Large Teaching Material "; Set up the view of "Studentcentered"; Reform Teaching Methods.The fourth part take the students of grade one class343of Dou’an High School as experimental group when they study Chinese Modern History (Rudin). Try to use the4advice when teaching. Key to explore the way of excavate the tacit knowledge and carry out in different types of tacit knowledge.The fifth part test and introspect of the practice teaching, and it is expected to be used for the high school history textbook recessive knowledge teaching practice.The conclusive part teases the clew and summarizes all the contents., and clearly the next research direction.This article that discusses the tacit knowledge theory and practice in teaching has certain academic value. Based on the investigation on the students and teacher interviews to obtain the first-hand material, through the analysis to the current situation, put forward the corresponding countermeasure and use of teaching in practice, obtained better result, so this subject has a certain application value.