The Effective Use Of Problem Pedagogy In The History Course Of Senior High School

The current education requirement in under the guidance of teachers exert students’ principal role, replace the traditional centralized mode of "cramming education" classroom teachers. The problem teaching is the teacher to ask questions to guide, guide the students’ divergent thinking, positive thinking, teaching difficult point to instill the teaching method of infiltration. In the process, let the students understand the main thread of development of human history, to draw hard lessons from the experience and training ability to analyze the problem and the humanities. The healthy personality, promote the development of personality. In this article, therefore, to find, on the basis of related literature, explains the connotation of the problem teaching method. Through classroom observation and questionnaire survey, to obtain the firsthand materials of current history class, the analysis of relevant data and the results of the survey, understand the problem teaching method in the high school classroom use of the status quo, to summarize existing problems, and analyze the reasons. Finally, some specific fragments as demonstration points out that in the high school history classroom problem teaching method of the effective implementation of the specific strategy. And to provide a complete teaching cases the use of question teaching method.In this paper, a total of five parts.The first part:introduction. Mainly introduced the research and the reason of this thesis, the research status at home and abroad, the research purpose, research significance, research methods and innovation of this paper.The second part:teaching connotation, theoretical basis and the problem of subject basis are expounded.The third part:adopt the method of classroom observation and questionnaire survey, for the application of question teaching method in the high school history classroom situation to understand, analyze the survey results, find out the main problems and their reasons.The fourth part:according to their own teaching practice, combined with the specific case problem teaching method in high school history classroom teaching history in the effective use of strategies. The efficient use of and provide a complete teaching cases.The fifth part:postscript. Feel a simple summary of the paper writing, and in the process of writing to help the teacher to express sincere thanks.