The Realization Of High School Students’ Subjectivity In High School History Teaching

During the process of high school history teaching, the level of cognitive structure has animportant influence on teaching results. And perfect cognitive structure will help improve the efficiency ofstudents’ learning, while it contribute to the smooth progress of the classroom teaching. In the new roundof curriculum reform, high school history curriculum standard refers to paying attention to the subjectivityof students in the process of teaching. Therefore, highlighting the subjectivity of students is important forrealizing high school history curriculum education goals. Student subjects’ status of history teaching toachieving the subjects’ status of students in history teaching don’t only need the guiding role of teachers,more importantly, and students also need build cognitive structure for themselves. Building a qualifiedhigh school history teaching mode need reasonable consciousness and initiative of students in the teachingof the history curriculum,and also need guide students to develop and improve their own cognitivestructure. In my opinion, research is aiming at the question, how to highlight the subjectivity of studentsduring the high school history teaching. Through the analysis and exploration in order to highlight theimportance of the study of cognitive structure in the realization of students’ subjectivity. And on this basis,further exploration is based on students’ cognitive structure in history teaching, in order to construct areasonable high school history teaching mode.The paper is divided into four chapters elaborate:Introduction.Mainly to explain the research questions proposed, the purpose and significance ofresearch, Research, innovation, importance and difficulty in research and the research methods.Chapter Ⅰ: the theoretical basis of the study. Combing the cognitive structural principle isrelevant to the study, exploring the principle of cognitive structure plays an important role in realizingstudents’ subjectivity in high school history teaching.Chapter Ⅱ: The principle of history teaching and reasonable historical cognition structureconstructed. Combining with the cognitive structure theory through the analysis of the first chapter, authorput forward to five principles in the process of high school history teaching: namely, the principle ofconsolidation, structural principles, the main principle, motivational principle, adaptive principle. Theseappropriate teaching principles will help students to build reasonable cognitive structure in the process of history teaching.Chapter Ⅲ: History teaching strategies with a reasonable historical cognitive structureconstructed. The process of history teaching should follow four teaching strategies: knowing students ’historical cognitive structure, the activation of students’ historical cognitive structure,the initialconstruction of students ’ historical cognitive structure, the optimization of students ’ historical cognitivestructure.Combining with the teaching practice, exploring the strategies of history teaching is importantfor the construction of students ’ historical cognitive structure.Through analyzing the relationship between the cognitive structures and high school historyteaching, the significance of this study is achieving the purpose of the outstanding the status of students’subjectivity in high school history teaching.Teachers should pay full attention to the enthusiasm and theconsciousness of the students in the process of history teaching. Through the students’ perfect cognitivestructure and the use of teachers’ reasonable teaching methods,which will be helpful for achieving theoptimization in the objectives and the outcomes in high school history teaching.