Research Of Precision Teaching Model Used On History Class In Senior High School

Along with the implementation of the new round of basic education curriculum reform,the new version of the general high school history curriculum standards was first promulgated in 2017,and the unified textbook will be gradually promoted and used from 2019 onwards,which clearly highlights the higher requirements of the times: after studying in high school,students need to have the core literacy given by each discipline,and become the builders and successors of socialism with comprehensive development of moral,intellectual,physical,social and aesthetic development.At the same time,in the context of the "three new" curriculum,the examination model of high school history has been adjusted and the academic quality standards of the subject have been clearly defined,the teaching of optional classes has been widely promoted,and the need for comprehensive and individualized development of students has been further emphasized.Under the new curriculum reform,how to accurately analyze students’ learning conditions,identify students’ individual developmental learning needs,and precisely design and implement teaching on this basis to achieve the mission of establishing moral education is the focus of front-line teachers’ attention and a topic of continuous practice.American scholar Linsley proposed the precise teaching model in the 1960 s,but it was not widely promoted due to the development level of education and teaching technology at that time.However,the current advent of the information age and the development of modern education and teaching technologies such as artificial intelligence,data analysis,and Internet+ have injected new vitality into precision teaching,prompting teachers to more accurately monitor student situations,clarify teaching objectives,refine delivery of instructional resources,refine task activities,adapt to teaching situations,and give accurate teaching evaluations,so as to achieve the goal of cultivating virtues.However,dwelling in the traditional teaching environment for a long period of time,teachers’ low level of mastery of information technology,neglect of the importance of student situation monitoring,and the singular construction of evaluation forms have all affected the application and effectiveness of the precise teaching model.In this paper,we use literature research method,questionnaire survey method,interview method and experimental method to investigate the above problems,and take Xiamen University Affiliated Keji Middle School as the sample.Firstly,we explained the reason for selecting the topic,the significance of the research,the current situation of domestic and foreign research,the current research results and the shortcomings,and introduced the research methods used.Secondly,the theory and basic connotation of "precise teaching model" are defined,and the applications of two typical models of this model are introduced.The need to implement the "precise teaching model" is explained in the light of the changes faced by high school history teaching in the current round of basic education curriculum reform.Again,field research is conducted on the actual situation of the application of the precise teaching model of history in the Xiamen University Affiliated Keji Middle School,and the findings are analyzed to summarize the main problems in the application of the model and to find out the corresponding improvement strategies and safeguard measures according to the findings.According to the study,the following conclusions are drawn:(1)The current situation of the application of precise teaching model in high school history shows that teachers pay some attention to teaching objectives,task activities,teaching situations,and teaching evaluations,in order to promote students to meet the requirements of the curriculum through learning,so as to achieve the purpose of cultivation.However,after being in the traditional teaching environment for a long time,the weakening of the introductory link,the fast pace of teaching,the dull classroom atmosphere,and the low validity of evaluation have all affected the application and effectiveness of the precise teaching model,resulting in students’ learning effects and core literacy levels straying from the teaching objectives and reducing the precision of history teaching.(2)The deeper reasons for the current situation are that teachers’ application of ‘precise teaching mode’ is not fully based on the requirements of the curriculum and students’ real learning situation,and teachers’ low level of mastery of modern education and teaching technology,and the singular construction of evaluation form.(3)Based on the research results,the improvement strategies for the application of precise teaching mode in high school history teaching are formulated,suggesting that the curriculum standards should be read carefully,teaching objectives should be formulated precisely,teaching contents should be selected,task activities and teaching situations should be refined,and evaluation should be precise.It also explains the safeguard measures needed for the implementation of the precise teaching model from the perspectives of schools,teachers and students.On this basis,the application process and suggestions of the precise teaching model in high school history are elaborated in detail,taking lesson 14 ‘Heyday and crisis in the first and middle periods of the Qing Dynasty’ of the unified textbook "Outline of Chinese and foreign history(first part)" as an example.This study combines theory and teaching practice to explore the problems of the application of precise teaching mode in middle school history teaching and the direction of improvement,aiming to promote the implementation of the cultivation of students’ core literacy in history,promote students’ comprehensive and personalized development,meet the requirements of curriculum standards,and achieve the fundamental task of cultivation,hoping that this paper can provide an effective basis and reference for middle school history teaching.