Teaching High School History Stratification

There are differences between students which are manifested in bothphysical development and psychological features as well as in subject interestand acceptable ability in knowledge. While the traditional teaching methodsadopted the sweeping approach have many drawbacks, so these methods can’tembody student’s differences, which lead to the direct consequences: the excellentstudents can’t exert their best, average students can’t develop well, andacademically poor students can’t digest the knowledge. If these methods cannot bechanged, they will be adverse to students’ physical and mental health development,also inhibit the cultivation of students’ creative awareness. Obviously, these are notin accordance with the philosophy of quality-oriented education and also goagainst the new curriculum teaching. Therefore, in order to implement the newcurriculum teaching effectively, teachers must adopt new teaching strategies, andlayered teaching is an effective teaching mode, which is suitable for students’individual differences and it can make every student get full development.This article first analyzes the necessities of carrying out history layeredteaching in senior middle schools under the new curriculum backgrounds, and afterthat briefly reviews and comments the research on layered teaching at home andabroad; Then states the theoretical foundations of history layered teaching in highschools and the principles that should be obeyed, and introduces several commonhigh school history teaching modes as well; Finally, combining my practical experience, discusses the concrete implementations of history layered teaching inhigh middle school and the problems in the process.