A Study On The Historical Learner Of First Year High School Student

In the national curriculum reform published in recent years,a shift of school education from subject-centered to student-centered can be noticed.History class teaching should not only be regarded as a way to impart facts and knowledge to the younger generation,but also a promoting part which contributes to the comprehensive development of all students.The huge difference between history textbooks for high school students and for junior high school students can be found in various aspects such as the layout system,the depth of contents.Therefore,teachers need to use new teaching methods and help students to make the transition from junior high school.During the teaching process,there are challenges and problems such as how to teach values to students,and how to carry out high school history teaching effectively.To overcome these issues,cultivate the necessary character and key abilities among students then become the most urgent task for teachers.Fully analysis and understanding for students is the precondition for effective classroom teaching.The curriculum standards also propose that education is for all students,teachers need to respect individual differences and promoting the development of each student.Therefore,an analysis of the students plays an important role in the preparation for teaching.This paper begins with a survey of the learning characteristics among the group of first-year high school students.From the answers,an image for the students' learning current situation could be identified,includes the challenges they are facing,their expectation for class and the actual learning effects.The analysis was made from the perspective of both students and teachers.I hope that this study can provide a reference for the analysis of the students' academic situation,which also helps the development in high school history teaching.The first part of this paper is a literature review of the student analysis theory,which clarify the objectives,research content and methodology in student analysis.The main research methodology implied in this paper includes questionnaire survey,and teacher interviews.The questionnaire has been designed to complete a comprehensive investigation among first year high school students.The image of students'learning situation was drawn from different learning stages,such as pre-class knowledge and emotional foundation,different learning habits,methods and attitudes were also investigated.Then students would be required to rate on their own actual learning effects based on personal feeling and make descriptions on their expectations for history class.The teacher interviews mainly concentrate on students' learning status,the amount of knowledge they have,most commonly used teaching methods and corresponding learning effects.Based on the statistical data from student analysis,the second part analyzes the problems in the history class teaching in high school.Based on the result of SPSS data analysis from questionnaire survey towards first year high school students,this paper figures out a few problems in current history classroom teaching.Based on the results of the former analysis and the requirements from the new curriculum reform,the third part focuses on developing a reasonable and effective strategy for high school history class teaching.Combining with author's actual teaching experience,this part provides some suggestions and practical methods aimed on improving the effectiveness of classroom teaching,especially for first-year high school students.