Study Of Non-Graded Teaching On History Curriculum In High School Under The New Entrence Background

The new entrance examination reform will be incorporated academic proficiency test into the college entrance examination, which will propose different requirements for high school students in learning the history of compulsory exam and optional exam. This requires test are provided for school students and students of selected test history curriculum, based on the student’s history of learning and teaching process requires different teaching content, conduct walk-shift basis.In this context, history subject is regarded as one of the 7pick in 3 subjects, we have to consider how to solve some problems we execute the standard examination and the elective examination at the same time. Such as the difference curriculum between the standard examination and elective examination in history subject, and how to teach the students who choose different ways of examination mentioned above in the history course, how to develop and balance the personality of students who choose different ways of examination in the non-graded.These are new problems that we facing to. Based on the problems, the author tries to do a depth research in order to provide the reference for the history curriculum and teaching.This paper is divided into three parts. The first chapter discusses the necessity and possibility of the non-graded teaching of the history course in the background of the new college entrance examination.And this chapter is divided into two sections. And this chapter is divided into two sections. The first section mainly analysis the necessity of non-graded teaching under the new background of the college entrance examination from following aspect, including the development of modern society, the deepening the curriculum reform in senior high school, the new college entrance examination and the defects of traditional teaching and so on.In the second section, the author analyzes the possibility of the non-graded in history teaching from the educational policy, theory, practice and the advantage of non-graded teaching.The second chapter is divided into four sections, mainly analysis some related problems about non-graded teaching in high school history class,including the stratification design of the compulsory history curriculum, the organization of teaching classes, the hierarchical non-grade teaching in history course, and the evaluation of different teaching classes and so on.In the first part of this chapter mainly discuss the stratification design in history compulsory curriculum in high school from the different requirements of new college entrance examination between elective examination and standard examination, the history subject learning of students, discipline of history itself, and talk about the difference between the curriculum of "standard examination "and "elective examination ",and thus divide the history compulsory curriculum into two level,one is for the standard examination students in history subject named as compulsory of history curriculum A,and the other is aimed at elective examination students in history subject named history curriculum B, to meet the different needs of different students’history subject learning. In the second section, the author discusses the organization of class around the arrangement mode of the class, the arrangement principles and so on. In the second section, the author discusses the organization of class around the arrangement mode of the class, the arrangement principles and so on.In the arrangement mode of the class,the author puts forward that we should arrange class according to student’s cognitive style.On the arrangement principles,the author puts forward that we should respect students option and difference, and at the same time proposes that teaching should play a guiding role in the process of organizing class and allocate teaching resources reasonably. The third part is mainly about the hierarchical non-graded teaching, which is discussed mainly from the teaching objectives, teaching content and teaching methods. And it also puts forward the idea that the teaching objectives and teaching content should be designed according to the teaching requirements and the students’history learning foundation. For the teaching strategies, the author believes it should choose the appropriate methods and reasonable arrangement of teaching sequence according to the characteristics of students’cognitive styles. The fourth section is about the evaluation of students’study, the author puts forward the opinion that the evaluation criteria need to be stratified,and should use different criteria to evaluate students. The third chapter mainly talks about the high school history course teaching practice in the background of the new college entrance examination, and it is divided it into two sections.The first section mainly expounds the class setting of the course of history class, and the arranges the teaching class according to the characteristics of students’ cognitive style after the students’ choice of subject.The second section mainly analyzes the difference of teaching goal, teaching context and teaching method between curriculum of history A and history B, and puts forward that our teaching methods should aim at different students;At the same time, the author provides two cases to illustrate that teaching is different between history A and history B students.The first case shown that we design the course content according to the characteristics of students’cognitive styles. The second case is based on different students knowledge of history, in order to make teaching meet the demands of different students.