Analysis Of The Current Research On The Situation Of History Teaching In Senior Middle School

New curricular reform has been launched in a comprehensive way nationwide, which undoubtedly promotes cultivation of various talents suited to development of new era. Every school is embracing the educational philosophy of“student-orientation” and “care for each student’s growth”.As a result, study of student is indispensable to teaching. Due to complicated student situation and universal individual difference, every teacher is concerned about the question of how to better know vital and vigorous students before instruction so as to guarantee student-orientation of instruction and its quality and efficiency. It is under such circumstances that student analysis comes into being.Student analysis is indeed of crucial importance, but how about current situation of student analysis in history? The author, first of all, made a questionnaire among 51 history teachers in over 10 first- tier middle schools in Changsha, HU Nan province, covering their understanding, stress, purpose,influence, content, methods as well as questions in terms of student analysis in order to get a glimpse of current situation of student analysis in history instruction of senior high school. The questions are as follows: barren knowledge of student analysis, shortage of accurate and necessary analysis of student’s prior knowledge, undefined content of student analysis, its sole and unscientific method as well as various problems in its segment. All these make student analysis become a difficulty in teaching design. The efficiency of instruction can be hardly guaranteed without adequate student analysis.Therefore, the study analyzes the reason of its problems and defines its content, method and principle. The content is divided into horizontal focus and vertical focus. The former includes acquired knowledge in the past, necessary knowledge in the present and desired knowledge in the future. The latter comprises feature, genre, and interest of learners. The method includes observation, literature study, questionnaire and talk.Furthermore, its principle incorporates comprehensive one,differentiated one, specific one as well as profound one. The last step takes instance of New Culture Movement and Spread of max ism from teaching practice to implement student analysis.