Research On Response To High School History Classroom Teaching

Under the background of curriculum reform and college entrance examination reform,guided by people-oriented teaching ideas,staying true to education as well as human nature becomes the navigation light to teachers and students.History is a comprehensive and enjoyable course which presents to us what has happened in the past when innovation occurred both in quantity and quality.High school students need to master more learning skills rather than just accumulate knowledge when they were in middle school.Mastering these necessary skills and methods relies largely on history classes.The key to achieve this goal is the interaction and cooperation between teachers and students,which contributes to the development of all,therefore deep study in teaching response in history class is of great importance.Inspired by the study of pioneers,this essay looks deep into the teaching response in history classes.The main five parts of this essay are as follows:First,the reason of choosing this topic and current research status along with the meaning and methods of the study are stated.Second,this part explains the core meaning of teaching response which is showed in seeking knowledge,educating people,achieving harmony and producing new ideas.In this part,the advantages and disadvantages of teaching response are also stated.Third,a survey and its result are showed,which reveal the problems in teaching response including the students' lack of initiative and the teachers'lack in teaching ability.Forth,examples of positive teaching response in history classes are given for analysis.Fifth,based on what has been stated above,this part explains how to achieve successful teaching response in three aspects---students learning positively,teachers upgrading teaching methods and schools redesigning its environment.The novelty of this essay lies in that it deeply expresses the characteristics of teaching response in history classes from the perspective of core competence of history course and comprehensively states the influence of teaching response by analyzing specific teaching examples.In addition,the problems of teaching response occurred in actual history classes are uncovered while feasible measures to tackle these problems are given according to educational practices,the outcome of which is useful for the teachers in the front lines.