Study On Current Situation And Strategy Of Exploiting And Utilizing Dynamic Generative Curriculum Resources In High School History Teaching

With the advance of new curriculum reform, the source of the curriculum resources caused a growing number of experts and scholars’attention and research. Especially the dynamic generative curriculum resources, naturally drew the attentions of teachers because it broke the previous viewpoint that curriculum resources only from teaching materials, teaching reference books, libraries, museums and memorials. Since the new curriculum reform, the theory and practical research of dynamic generative resources have been enriched and developed continuously. It’s function and value is becoming more apparent in teaching. Positive and effective development and utilization of dynamic generative curriculum resources is very significant for enriching curriculum resources and promoting new curriculum reform, as well for students better studying and teachers’ personal developing. What is the current status and existing problems of dynamic generative curriculum resources’exploitation and utilization in high school history classroom? How to effectively exploit and use dynamic generative curriculum resources to promote common development of teachers and students is exactly the author concerned.This paper uses the method of literature and questionnaire. Through the study of relevant literature, the author summarizes and sorts outstanding results in middle school history teaching and historian circle, provides theoretical support for the topic. Through the questionnaire of history dynamic generative curriculum resources’ exploitation and utilization present situation in Fuzhou No.3 Middle School, the writer arranges and analyzes the obtained data, understands the current middle school’s situation about exploitation and utilization of dynamic generative curriculum resources as well as the existing problems, analyzes the root of it. And then the author uses the experiences of internship in Fuzhou No.3 Middle School, combines with the characteristics of history and rule of history teaching, puts forward the corresponding optimized strategies. Hoping this paper can provide theoretical references and practical applications for many level-one middle school history teachers.