Research On The Use Of Tacit Knowledge In High School History Teaching

The new curriculum reform puts forward higher requirements on the history of high school education.Students learn about the development situation of ancient and modern China and foreign countries,enhance historical awareness,enhance historical insight and sense of mission,thus drawing on historical wisdom.To fulfill this requirement,we must sort out the basic clues that are hidden in explicit knowledge,explore historical experiences and lessons,and explore scientific historical and historical laws.Then we ask questions in class,guide enlightening education,teacher-student interaction,and multimedia.Teaching methods are taught to students in such a way that they can lead students to concentrate and improve their enthusiasm and learning effectiveness.Under the background of the new curriculum reform,the teaching of tacit knowledge in the history textbooks for senior high schools should be guided by new teaching concepts,and focus on diversified teaching,large textbooks,and life classroom concepts.To tap the tacit knowledge in historical textbooks,we must be guided by new ideas and rely on explicit knowledge in historical textbooks to realize the educational function of the historical discipline.The author hopes that through the analysis and research of this topic,we can improve the effectiveness and teaching level of high school history teaching,provide reference for other colleagues,and serve the students better at the same time.This article uses positive analysis and literature research methods to demonstrate related issues from five parts,as follows:Introduction,expound the background,positive significance and research summary of the selection of this topic.The first part explains and summarizes the related educational theory and related concepts of tacit knowledge teaching.The second part analyzes and integrates the teaching status quo of the tacit knowledge mining in history teaching.According to the existing problems in the current teaching situation,the author proposes four solutions based on the concept of curriculum reform and the characteristics of college entrance examination.In the third part,the author takes the students in Class twelve Grade one as the teaching practice object,takes the required course as the learning content,and puts forward the teaching principle of tacit knowledge and teaching cases.The fourth part examines,reflects and summarizes the teaching effect after practice.“Concluding Remarks” organizes clues on the full text,proposes corresponding countermeasures and applies them to follow-up teaching practice.