Research On The Problem Chain Design Of High School History Classroom Teaching

The 2017 edition of the<Standards for the History of Senior High School History>was promulgated,and the cultivation of students' problem awareness has received increasing attention.The reform of the new curriculum and the introduction of the five core literacy have gradually changed the traditional teaching methods of the history teachers' one-speaking hall,and more emphasis on the teaching method led by the common exploration of teachers and students.Under the guidance of teachers,students understand historical knowledge in the process of exploring and solving problems,and form their own views on historical knowledge.The problem has become an important tool for developing students' thinking and improving their thinking ability.Learning begins with the problem,and the problem is accompanied by learning.The problem chain design plays an irreplaceable role in the process of problem exploration.The problem chain design is not a simple addition of the teacher's question to the student's answer.Instead,it is a multi-dimensional,multi-angle,and multi-level exploration,learning,and discovery of teachers and students around problem situations.Compared with the problems in the teaching of traditional problems,the problem chain design pays more attention to the principles of holistic,objective,logical,appropriate,practical and inspiring.The design of the problem in the problem chain emphasizes the cultivation of students' core literacy and emphasizes the ability of history teachers to control the classroom.The problem chain design is conducive to the implementation of the requirements of the student's ability development in the history curriculum standards,creating an efficient and active history classroom.Therefore,in the history classroom teaching,the problem chain design is particularly important.Through the field visit investigation,it is found that in the current high school history classroom teaching,most teachers will put forward many questions according to the original content of the textbook,and carry out the contextual design of the classroom teaching content and teaching activities,and have a positive attitude towards the problem teaching.However,the logic and hierarchy of the questions raised by the teachers are not strong,and they are quite random,and it is difficult to form a complete problem chain system.The problem is mainly reflected in the weak sense of design in the history teacher problem chain,the lack of problem chain design ability and the poor application of the problem chain.The survey shows that the factors affecting the design of high school history teacher problem chain include the differences in teachers' professional quality,the dynamic changes in classroom generation,and the three factors of artificial influence in school inspection.High school history teachers should analyze and design the problem chain from the aspects of grasping historical curriculum standards,history textbooks,and students' academic conditions.The design process needs to analyze the text book first and grasp the difficulty and difficulty of the teaching content.Then,integrate the content of the organization's teaching materials,supplement the relevant historical materials,and design the teaching problem chain.Finally,the pre-designed problem chain is placed in the real history classroom to test the effect,and the problem chain is improved according to the teaching effect generated by the classroom dynamics.According to the type of classroom and the different teaching links,the problem chain is divided into a new class teaching type and a topic review type question chain,as well as a classroom introduction type and a class summary question chain,and the classroom practice research on the four types of problem chains is carried out in order to pass the real case has a certain help for the high school history teachers to use the problem chain design.