Application Of The "Six-Step Problem Pedagogy" In The Teaching Of History In High Schools

In the history of education in China and the West,Confucius in China and Socrates in the West both emphasized the important value of questions in teaching and learning.Thus,it can be seen that "questions" play an important role in teaching and learning,and the question teaching method has a long history.Since the 1950 s and 1960 s,question teaching method has been favored and used by teachers.The effective use of problem teaching method in classroom teaching not only helps to cultivate students’ problem awareness and creative thinking ability,but also helps to activate the classroom atmosphere and improve the efficiency of classroom teaching.However,due to the influence of traditional education concept,exam-oriented education ideology and unclear steps of the problem teaching method,it is difficult for the problem teaching method to truly play its proper value in high school history classroom teaching.Based on previous research results,this paper proposes the "six-step problem teaching method" from the shortcomings of the current problem teaching method in high school history teaching,and focuses on the principles and implementation steps of the "sixstep problem teaching method" in high school history classroom teaching.The purpose is to make the problem teaching method more operable and more adaptable to the needs of high school history classroom teaching.In this paper,we first analyze the three concepts of "problem","problem teaching method" and "six-step problem teaching method",clarify their meanings and connections,and discuss the "six-step problem teaching method".The paper also analyzes the theoretical basis of the "six-step problem teaching method" in high school history teaching,so as to explain the feasibility of using the "six-step problem teaching method" in high school history classroom teaching;secondly,from the three aspects of teaching subjects,teaching process and teaching results,it elaborates on the application of the problem teaching method in high school history teaching.Secondly,the three shortcomings of the problem teaching method in high school history teaching are explained: the problem teaching method is out of touch with core literacy,the students’ subjectivity is missing,and the phenomenon of "emphasizing the conclusion rather than the process" is serious,thus illustrating the necessity of thinking deeply about the problem teaching method.Then,we analyze the important value of the "six-step problem teaching method" in high school history teaching from three aspects: the attainment of core literacy in history,the construction of an equal and harmonious teaching atmosphere,and the cultivation of students’ innovative thinking ability;then,we introduce the timing,inspiration,generation,gradient,flexibility and systematization of the "six-step problem teaching method" in high school history classroom teaching.The six principles of "six-step problem teaching method" are introduced,and the six steps of "six-step problem teaching method" are highlighted:setting the context,raising doubts,pursuing questions,inducing thoughts,explaining doubts,and enlightening feelings,and the feasible implementation strategies of these steps are analyzed one by one;finally,in order to test the effectiveness of "six-step problem teaching method" in high school history teaching Finally,in order to test the operability of the "six-step problem teaching method" in high school history teaching,the "six-step problem teaching method" is applied to the teaching of the lesson "Two Opium Wars" as an example,in order to provide some teaching ideas for high school history teachers to use the "six-step problem teaching method"."The six-step problem teaching method is used in the teaching of this lesson,in order to provide some teaching ideas for high school history teachers.