Theory And Practice Of High School History Debate

New times needs new history teaching,in this context,research learning become one of the biggest bright spot in the new curriculum reform.History courses shifted emphasis on knowledge learning and the concept of cultural heritage,more to pay attention to the needs of students as individuals.To cultivate innovation spirit and practice ability,as well as critical thinking,become a society of learning put forward clear requirements.The need to change the traditional teacher unilateral teaching,the students passively accept learning style,to create a learning environment or situation,to help students to solve practical problems,in the process,history curriculum standards required by the three dimensional goal,inquiry learning is the learning style that accords with afore-mentioned conditions.History of inquiry learning have many specific pattern,the debate is one of them,and it is the most intense,the most able to stimulate student interest,the most can exercise the students' innovative spirit and practice ability of a model,is also one of the most difficult.In this paper,on the basis of predecessors' research on relevant problems,refer to a large number of first-line teachers debate class example,on the basis of theory and practice problem in the high school history debate,debate is analyzed in the high school history teaching to carry out the interoperability problems.The first part,the introduction part points out that the thesis writing,combing community for research learning and research status of historical debate,as an important basis in this paper.The second part,starting from the definition,this paper discusses the general situation of the high school history debate,believe that education is a kind of important mode of problem-based inquiry learning category,different from the class discussion and general debate competition,based on the requirement of the history curriculum itself.The third part,pointed out the reasons of why should carry out historical debate,because it has a profound basis of philosophy,psychology and teaching theory.The fourth part,trying to build a debate specific operating system,the debate is a systematic,comprehensive very strong activity,from the target to build to set into motion,to the concrete preparation and evaluation method,each link all need close scrutiny.The fifth part,citing a glimmer of teacher's lesson,and all through the teaching evaluation,answer problems should be how to debate.Finally,put forward the outlook for the high school history debate,the writer think that this way is worth being popularized in a larger scope.