Research On The Implementation Strategy Of The Optional Course For Study Of Historical Materials In Senior High School

With the increasing demand for high-quality talents at present and the deepening development of curriculum reform,school education in senior high school pays more and more attention to the cultivation of students' personalization and specialization.Besides,the implementation of optional courses in senior high school has attracted much attention as well.The optional course on Study of Historical Materials set in the 2017 General High School History Curriculum Standard is a course that students choose to study independently.It is an expansion and improvement course set on the basis of compulsory and selective compulsory courses.Its purpose is to meet the needs of selecting talents and improving students' reading ability in the reform of the new college entrance examination.However,because the new textbook is in the exploratory stage,its educational function has not been brought into full play.Therefore,it is necessary to explore its implementation strategies.Based on the guidance of humanistic learning theory,multiple intelligences theory,constructivism theory and in-depth learning theory,the author specifically analyzes the provisions on the optional course about Study of Historical Materials in the General High School History Curriculum Standard,and puts forward the implementation principles of student-oriented,scientific,ideological,targeted,expansive and open curriculum.By studying previous literature materials on the optional courses,designing,implementing and analyzing the specific cases of the course,this thesis puts forward the implementation strategies of the optional course on Historical Materials Study from the three stages,namely pre-course,while-course and post-course,comparing the changes of students' academic quality before and after the course,and interviewing students' experience and feelings about the course.In the pre-class preparation stage,the investigation of learning situation will be carried out based on discipline literacy to point out the direction for the formulation of teaching objectives.According to the diversified historical data collection subjects and perspectives,the way is paved for the three-dimensional construction of historical facts and teaching structure.Through the open teaching presupposition,we can create a space for students' thinking development in a flexible way.In the teaching stage of the class,students should be guided by clear learning themes and in-depth questions at all levels to stimulate students' in-depth exploration and thinking.By creating a near real historical situation,students can resonate with the "protagonists" of historical materials in their personal experience.Students' participation will be fully enhanced through diversified curriculum organization forms.The leading role of teachers is played properly to the democratic and equal dialogue between teachers and students,and a classroom atmosphere is created in which students feel happy and enjoy learning.On the basis of clear division of labor and efficient cooperation within the group,the common growth and progress of the group team and the class as a whole is going to be realized.In the consolidation stage after class,through the arrangement of various forms of homework,in order to meet the needs of the all-round development of students' ability and literacy.A multi-level assignment is adopted,which is suitable for students' actual learning situation.According to the multiple effects of multiple teaching evaluation,it is suitable for the mutual growth of teaching and learning and the common development of both teachers and students.