High School History Classroom Import Policy Under The New Curriculum

With the implementation of a new round of curriculum reform，the original ideology of education andteaching can not meet the needs of the times， the majority of classroom teachers are committed to exploreways and means to improve the efficiency of classroom teaching.As the import of the initial aspects ofclassroom teaching， the status and importance has become increasingly prominent. Correspondingly， thecurrent study also imported by the academic history classroom is very weak， the lack of the support of thetheory， basically still stuck in the stage of perceptual knowledge and methods summary， right classroomimport has not yet formed understanding of the system.In this context, how to actual situation based on textbooks, teachers, students and the environment, therational design of import in order to better service for the reform of history teaching, has become an urgentneed to explore and solve pressing problems. Article from the reality of history teaching and relatededucational theory discussed in class to import the concept, role, characteristics, and theoretical basis, andsummarizes the design import should follow the principle: the principle of targeted, inspired by theprinciple of systematic principle, interesting principles, the main principle, the principle of interactivity,simplicity principle, the principles of diversity; specific classroom observation, questionnaires, interviewswith teachers and students tease out the history classroom into a range of issues facing such as, not enoughemphasis import, import way too single, import content from the text, and import views and historicalinaccuracies, as well as import from the students’ practical, teachers, students, environmental aspects, adetailed analysis of this phenomenon the reasons for that; Finally, according to the size of the teachingconcerning the scope of import the class is divided into course imported, the unit import and class into threebasic types, combined with the specific case summarizes the teaching of history is often used import, suchas direct import disciplinary import, import of life, interest in the incentive to import, create scenarios toimport, import, and so modern multimedia technology.This thesis is divided into six parts:In order to better achieve the above objectives, the history teacher from the following efforts: First, themajority of history teachers to seriously study the high school history curriculum standards and a correctunderstanding of the concept of the new curriculum and to guide teaching practice; Second, it is recommended that history teachers should clearly recognize the importance of imported taken seriouslyenough; Third, suggested that teachers should be good to design a clever, innovative and also meet thestudents’ actual import, do a researchteachers; Fourth, the teaching should be concerned about the needs ofthe students, play a dominant position of students; Fifth, teachers should constantly adjust and enrich theirknowledge and culture, enhance their cultural accomplishmentPart V: Case Study summarizes the theclassroom import several types of specific import method.