Research On Historical Teaching Design Of Problem-based Inquiry In Senior High School

It is the pursuit of history teaching to change the way students learn and cultivate students ’abilities and meet the needs of students’ emotions and values.At the same time,the revision of the curriculum standards of ordinary high school,put the cultivation of students’ core competence into a prominent position.In addition,the college entrance examination examination from the focus on the study of historical conclusions turned to the interpretation of historical data and historical issues.And high school history question-based inquiry teaching in line with these practical needs.In this paper,the author explores the teaching design of historical questions in high school from the practice of history classroom teaching,in order to be helpful to the history teaching practice.This paper is divided into four parts.The first part is the introduction,which mainly includes the significance of the research of the subject,analyzes the current situation of the research at home and abroad,and expounds the methods and innovations of this research.The second part is the connotation of the teaching of historical problem-based inquiry teaching and teaching design,such as teaching,historical inquiry teaching,historical inquiry-based teaching and historical problem-based inquiry teaching design.The third part is the research on the teaching design of historical problem-based inquiry in high school.This paper constructs the teaching process of high school history problem teaching design,which is the starting point of thinking-the question of innovation;the source of innovation-the question of inquiry;the collision of wisdom-the result of communication problem;the sublimation of classroom-teacher summary.At the same time,the author puts forward the specific methods and tactics of the teaching objectives and the teaching process of the questionnaires of historical problems in high school,and put them in the case respectively.In addition,the people’s version of a "Romans law" as an example,from the teaching objectives to the teaching process,as a whole on the history of inquiry-based teaching design practice to explore.The fourth part analyzes some problems that should be paid attention to in the design of historical inquiry.