Practice Study Of Hierarchical Teaching Method In History Teaching Of Senior High Schools

In modern education,"people-oriented" and for all students to promote their all-round development is the goal pursued by education,and it is also the guiding ideology of education reform.As an educator,especially a history major with a good tradition,it is time to explore a teaching method that can give full play to the interests of learners.Different from the traditional exam-based teaching methods,the hierarchical teaching method is favored by teachers as soon as it is applied.It is based on modern quality education as an entry point,and goes to the disadvantages of its traditional teaching model.It fully emphasizes the innovative concept of individual differences in students.It is under the framework of class teaching,using hierarchical,targeted educational ideas,and scientifically optimizing teaching.A method of teaching methods and strategies.Applying this method to high school history subjects,on the one hand,it is possible to explore a set of hierarchical teaching programs that combine practical and theoretical significance;on the other hand,it provides reference value for improving the classroom efficiency of high school history and promotes the effect.This paper is divided into six major parts.The first chapter is the opening introduction,including the research background,research purpose,research significance,domestic and foreign literature review,research methods,etc.The second part,on the basis of the literature review,combined with the understanding of self-understanding and inquiry into the meaning of hierarchical teaching method,points out the theoretical support of this method in the fields of pedagogy and psychology.In the third part,in view of history class of Huaiyuan senior middle school,which applying hierarchical teaching method to carry out practical activities,explain the basic situation of the investigation,discuss the practice process of specific operation,summarize the effect of concrete hierarchical practice,while compare and analyze the data of the questionnairereport.In the fourth part,based on the analysis of the survey results,it is pointed out that there are some deficiencies in the use of stratified teaching in high school history subjects,to find out the crux of the problem.In the fifth part,by means of analysis of the causes of the previous article,proposing feasibility strategies for the effective application of the method.The sixth part,as the conclusion of this article.Summarize the article's structure and content,examine the deficiencies,and provide reasonable suggestions and modifications for further research.