The Research On The New Problems And Countermeasures Of The Contextual Teaching Method In Senior High School History

The Ministry of Education’s General High School History Curriculum Standards(2017 Edition)proposes to adhere to the basic concept of "taking the theme as a guide and contextualising the curriculum content".The importance of contextualised teaching in senior secondary history can be seen.The use of new teaching materials is a challenge for teachers and students alike,and the best way to respond to the changes in education is to make reasonable and proportionate internal changes.At the same time,the concept of ’student-centred’ education calls for innovation and improvement in contextual teaching methods in order to better meet the needs of the times and the goal of building a culture of virtue.In the context of the new curriculum,new teaching materials and new college entrance examinations,new problems and improvement strategies for contextual teaching methods have not yet been taken seriously,so this study is novel and urgent.For high school history teachers,focusing on improving teaching methods in response to the diversity of high school students’ thoughts and behavioural activities,and vigorously advocating contextual teaching to increase students’ subject participation and reflect the student-centred philosophy,is a reflection of continuous self-refinement in front-line teaching and the enhancement of teaching standards and professionalism.Based on the theoretical basis of contextual teaching method and the analysis of old problems,teacher interviews and student questionnaires,the author explores and compares the new problems and improvement strategies of contextual teaching method under the new curriculum,new teaching materials and new college entrance examination.The first chapter,the introduction,mainly from the perspective of the background and significance of the study,illustrates the necessity of studying this topic.The second chapter starts from the concepts,consolidates the theoretical knowledge of contextual teaching in history,and explores the theoretical basis for the improvement of contextual teaching from the perspectives of constructivist learning theory,contextual cognition and learning theory,and humanistic theory,sorts out the implementation path of contextual teaching method,finds the direction for the attribution of problems and improvement strategies of contextual teaching method,and at the same time grasps the comparison,sorts out the old problems of contextual teaching method before the use of the new curriculum standards.The third chapter combines theory with practice,and through a study of the use of contextual teaching methods,theoretical and practical approaches are used.Chapter 3 combines theory with practice,and through questionnaire surveys of students and interviews with teachers in senior secondary schools in Urumqi,the new problems of the contextual teaching method are sorted out.The new problems are mainly described at the level of teaching design,classroom use,student learning and homework assignment,such as teachers’ educational philosophy needs to be updated,insufficient penetration of core literacy,tight schedule of lessons,insufficient use of contextual materials,weak students’ ability to relate to the curriculum,and modern information technology,The problems are discussed at the level of teachers’ educational philosophy,the lack of penetration of core literacy,the time constraints of the curriculum,the inadequate use of contextual materials,the weakness of students’ ability to relate to the curriculum,the inadequate use of modern information technology,the conflict between the "double reduction" policy and contextual teaching,and the mismatch between traditional homework and contextual teaching.In chapter four,measures are taken to update teachers’ educational philosophy and enhance their professionalism in terms of teaching design,and to formulate contextual teaching objectives scientifically around core literacies.In terms of classroom use,we need to refine the content of teaching materials,promote secondary development,dig deeper into contextual materials and improve their timeliness.In terms of student learning,we should strengthen the relevance of the curriculum,enhance students’ comprehensive literacy,improve the level of modern schooling and enhance students’ information experience.In terms of homework assignments,it is important to reduce the burden and maintain quality,diversify homework assignments and innovate homework formats.Chapter 5 carries out a teaching case design with contextual pedagogy as the core under the guidance of improvement strategies.The chapter takes the third unit of the Outline of Chinese and Foreign History(Lower),Towards a Whole World,as an example.It integrates the content of the teaching materials,determines the teaching objectives,fully integrates the contextual teaching method,innovates the teaching process,designs assignments at multiple levels and forms an assessment system,constituting a complete classroom teaching design and providing a bit of thought and innovation for the improvement of the contextual teaching method.