| The new curriculum reform emphasizes on students’ subject position in the classroom, changes the present situation of passive learning, mechanical training and memorizing in traditional classroom, and attaches importance tothe cultivation of students’ comprehensive quality. History, with its unique subject characteristics, plays an important role in cultivatingstudents’ correct outlook on world, life and values. However, under the influence of traditional history teaching model, it has become a commonphenomenon that students dislikeand evade learning history. Therefore, the study of Dulangkou history teaching model has great practical significance.Dulangkou Middle School, used to be an ordinary school in the town, has successfully explored the "336" self-learning model through continuous reform and innovation. It solves the shortcomings of traditional teaching model, protects students’ status in the classroom, and achievesstudents’ comprehensive development.The main content of Dulangkou history teaching model includes the following three aspects: "336" history self-learning model, "10+35" historyclass schedule, unique history classroom environment andevaluation mechanism. This paper discusses the history and practice of Dulangkou history teaching model; With the methods of questionnaires and interviews, it proves the nationality of Dulangkou history teaching model by comparing Dulangkou Middle School with Mazhai School which uses the traditional history teaching model, and it certifies the feasibility of Dulangkou history teaching modelfrom the following three aspects: students, teachers and schools; This paper takes Yuying Middle School which uses Dulangkou history teaching model as its research object, discovers the existing problems in the respects of guidance case, preview, presentation and group cooperative learning through survey, analyzes the causes of those problems and puts forward corresponding solving strategies from schools, teachers and students. |
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