| With the new curriculum reform continues to advance,the curriculum objectives of high school history are also changing.The review class is a key step in the history teaching process of high school,which plays a key role in the realization of the history curriculum objectives.Improving the effectiveness of high school history review classes not only helps students master the basic knowledge of history,but also contributes to the cultivation of students’ core competencies and their ability,so as to achieve the teaching objectives of the history course.However,for a long time,teachers have always over-emphasized the combing and brushing of knowledge when organizing review classes,which led to the simplification of the review class,the student’s learning initiative has not been mobilized,and the review efficiency is low.The study on the effectiveness of the high school history review class first analyzes the research status,determines the concept of review effectiveness,and lays the foundation for subsequent related theories.Secondly,by discussing the objectives of the high school history review and the main types of review classes,it provides theoretical guidance for improving the effectiveness of high school history review teaching strategies.At the same time,through the analysis of the questionnaire,to understand the common problems of teachers and students in the high school history review,analyze the causes of the problems.In response to these problems,under the new curriculum reform concept,four principles should be followed to achieve the effectiveness of high school history review: timeliness,goals,integrity,subjectivity.Combined with the relevant teaching theories,from the perspectives of application design and effect feedback of review classes,the teaching strategies for improving the effectiveness of high school history review are proposed,which provides teaching ideas and reference for teachers to organize review lessons. |
