The Application Of Mastery Learning Theory In The Teaching Of Junior Middle School History

The article is the combination of Bloom’s theory of“mastery learning”and the actual situation of the third grade of history teaching in Kaifeng middle school.The creative application is applied to the unit teaching of the fourth unit in the history of the third year to improve the quality of secondary school teaching And students’ historical achievements as the starting point for the study.Bloom’s “ mastery of learning”is based on the belief that “everyone can learn”.His developmental research is for all students,the traditional class of collective learning teaching as the core,and strive to each student can achieve 80%-90% of each unit “master”standard.Through the“master learning”theory before and after the use of student performance changes,indicating that this theory on the large area to improve students’ historical performance is to play a role.This theory is not only conducive to breaking the stereotyped concept of teachers,get rid of the normal curve of imprisonment,re-examine the students,but also conducive to the improvement of students’ mental health and self-learning ability.The full text is divided into there parts.The first part of Bloom ’s“mastery of learning”theory.This paper elaborates the theory of “ mastery of learning ” from four aspects: theoretical basis,theoretical overview,theoretical characteristics and teaching principles,so as to make full preparations for the application of“master learning”theory in unitary teaching in unit teaching.The second part of the“master learning”theory in the unit teaching in the specific application.From the fourth unit teaching,forming test,access to feedback information,corrective teaching,corrective teaching in the emotional education,parallel test,summed up the evaluation of seven aspects of analysis and innovation,designed to“master learning”theory in the beginning Three history of the fourth unit of the specific teaching process and put into practice.The third part of the“master learning”theory to improve the quality of secondary school teaching quality feedback and reflection.After the end of the fourth unit teaching,the students ’ formative test is carried out in time for the teaching contents of the fourth unit.The students’ test results are collected and analyzed,and the learning effect of the unit is evaluated and corrected.According to the problems in the student test Different corrective teaching methods,in the corrective teaching into the emotional educationof students.the“mastery of learning”theory in the practice of reflection.The theory of“master learning”is combined with the actual situation of students,and it is applied in the teaching of the historical unit in the third year.It points out the limitations of the theory itself and the several aspects that should be paid attention to in the practical application.