| In the 1960 s,after the American special educationist Kirk proposed the term “learning disabilities”,the study of underachieving students has gradually become a hot topic for domestic and foreign experts,scholars and front-line teachers.This article makes research on the author’s high school history teaching practice with literature inspection,observation interviews,practice reflections,and tries applying interactive teaching to the transformation of high school history underachieving students.In the process of using interactive teaching to transform the high school history underachieving students,we must play the leading role of teachers,but also give the main role of the students.Teachers should change teaching concepts,and constantly improve their own knowledge and ability to build an equal and harmonious teacher-student relationship,and a well-designed teaching process.The interactive content and form must meet the cognitive level of underachieving students,but also have diversified characteristics.We must attach importance to the psychological analysis and guidance of history underachieving students.Underachieving students’ curiosity and participation can be improved through interactive scenes,small historical events,tutorials,and group cooperation.What’s more,we can enhance teacher-student,student-student interaction efficiency,and realize the common development of teachers and students in the interactive teaching process.This article is divided into five chapters to discuss the application of interactive teaching in the transformation of high school history underachieving students.The first chapter describes the background and significance of this subject,summarizes the current situation of underachieving students and interactive teaching research of recent years,and defines related concepts.The second chapter,with the current analysis ofhigh school history underachieving students,sums up their features of knowledge,skills,psychology,and behaviors,and mainly analyzes the teachers’ and students’ own factors on the difficulties and obstacles in the process of history study.The third chapter mainly discusses the theoretical basis and practical basis for the application of interactive teaching in history discipline,and puts forward the main principles that should be followed when using interactive teaching to transform high school history underachieving students.The fourth chapter,based on the author’s self-teaching practice,discusses the implementation strategy of how interactive teaching transform high school history underachieving students.This chapter describes from the aspects of how to improve the dominant role of teachers and how to play the main role of high school history underachieving students,and mainly focuses on the strategies for effective interaction between teacher and student,and between student and student.Finally,it reflects and concludes on the basis of the author’s teaching practice,and puts forward the problems that need to be paid attention to in the application of interactive teaching to transform high school history underachieving students. |
