Research On Differentiated Teaching Strategies For High School History

The "General High School History Curriculum Standards(2017 Edition 2020Revision)" stipulates that history education and teaching should pay attention to students’ individualized and diversified learning and development needs,however,due to various reasons,there is a contradiction between "students’ personality development" and "single teaching resources" in the teaching practice of high school history education,which makes the history curriculum standards on the educational needs of students’ individuality and all-round development,and there are some unsatisfactory aspects in the reality of education and teaching.The text of this paper mainly includes four parts: the first part analyzes the connotation and characteristics of differentiated teaching of high school history based on literature review.Through the analysis of several concepts related to differentiated teaching,it is discussed that the essence of differentiated teaching is the comprehensive development of students’ personality.Combined with the characteristics of history subjects and high school sections,the connotation,characteristics and significance of differentiated teaching of high school history are discussed.The second part analyzes several high school history teaching cases and summarizes the problems of differentiated teaching in high school history teaching practice.Mainly include: insufficient analysis of academic situation,ignoring students’ differential resources;History teaching methods are single,and diversity and participation are not paid enough attention;Emphasis is placed on the knowledge of history textbooks,and insufficient attention is paid to individual process experience;Promote differentiated teaching with diversified evaluation methods,pay insufficient attention to teaching,and so on.The third part combines the characteristics of history subjects,the nature of high school history courses,and course objectives,and discusses the basic principles that should be followed in the differentiated teaching of high school history.The fourth part puts forward specific differentiated teaching strategies from three stages: teaching preparation,teaching implementation and learning achievement feedback,aiming at the existing problems of differentiated teaching and combining the basic principles that differentiated teaching should follow.It is believed that history teachers should first pay attention to the collection of differentiated resources,use certain methods to conduct pre-class testing or communication,clarify students’ differences,do a good job of analyzing the learning situation,and turn students’ individual differences into differentiated teaching resources;Then,in the implementation stage of history classroom teaching,heterogeneous learning groups should be carried out in appropriate ways and methods based on different resources,flexible learning tasks should be assigned,and diversified learning resources should be provided.Finally,the feedback of differentiated learning outcomes is used to consolidate and strengthen differentiated teaching achievements,and diagnose differentiated teaching strategies for further adjustment and improvement.