Research On The Lesson Preparation Strategy Of High School History Master’s Studio Under The Background Of “Double New”

Against the backdrop of educational reform,the current front-line high school history teachers are facing the “double new” test due to the new college entrance examination reform and the implementation of new textbooks under the new curriculum reform.Under the reform of the college entrance examination,the status of history has risen among all subjects,increasing work pressure on history teachers.At the same time,the implementation of new textbooks under the new curriculum reform has overwhelmed new and veteran teachers,and various problems brought about by such new educational reform have caused difficulties for first-line high school history teachers to prepare lessons.Lesson preparation is the premise and foundation for teachers to carry out teaching activities.However,some teachers now have dual problems when preparing lessons,namely,exam-oriented teaching and confusion in the lesson preparation.In this case,gathering collections of high-quality teachers,famous history teacher studios have carried out a series of attempts to deal with challenges created by the “double new” test in order to conform to the development of the times and keep pace with the reform.Nevertheless,contemporary studios have limited external impact,triggering the disconnection of most front-line teachers from the gains of these attempts.Owing to the above situation,this study adopts the method of summarizing educational experience,firstly,innovation on the research object.According to several key data comparisons of various online master studios in the history of high schools in Zhejiang Province,Dai Jiaping Internet master studio was selected as the research object.Second,expand the research data.The results of the activities carried out by the master studio and the research conclusions of the studio members are selected for the integration of the three aspects,and the integrated strategies are applied in cases.Finally,combined with the application results,the following three conclusions and limitations are drawn:First,teachers should seriously implement the content of "lesson preparation" in the early stage of lesson preparation.Teachers should use their spare time to read professionally and gradually carry out educational research based on their own experience.Second,teachers should pay attention to specific lesson preparation from the bottom of their hearts.Choose interesting classroom themes,make rational use of practical and innovative teaching materials,and help students construct their own knowledge system.Third,when learning from the experience of famous teachers’ studios,front-line teachers should pay attention to their limitations in four aspects: the limitations of time and space from the perspective of learning situation,the lack of selective compulsory teaching materials in the selection of teaching materials,the iterative update of teaching tools under the development of science and technology,and the emergence of performative classrooms in real activities.In addition,this study aims to provide front-line teachers with effective and practical lesson preparation experience,while improving the external radiation of the historical master’s studio.