Action Research On High School History Teaching Based On Problem-Solving Teaching Model

With the continuous deepening of teaching reform,educational objectives have gradually shifted from emphasizing the acquisition of knowledge to cultivating students’ competencies.Moreover,the core literacy of history discipline further indicates the importance of history teaching to the cultivation of students’ abilities.The General High School History Curriculum Standard(2017 Edition,Revised in 2020)expressly points out in the implementation proposal that effectively responding to problem situations and solving historical problems are important aspects of testing students’ the core literacy of discipline level.Therefore,students’ problem-solving ability has evolved into one of the most important abilities that need to be cultivated.Advocating the "learning-oriented" educational philosophy,the problem-solving teaching model is committed to guiding students to carry out various learning activities with the help of "problems",and encouraging them to analyze and solve corresponding problems through independent,cooperative and inquiry learning methods,thereby promoting students’ ability development.Through the interviews with the history teachers in Senior One of W Middle School as well as the observation of the classroom performance of the students,this research summarizes the problems faced by the first-line history teachers when asking questions in class.Subsequently,the research further develops the action research with the concrete steps of "determining the action problem-formulating the action plan-implementing the action research-analyzing and reflecting the results".On the whole,this action research is mainly divided into two rounds,with Class S of Senior One in W Middle School as the research object.In the first round of action research,this research takes Unit 3 of the Outline of Chinese and Foreign History(Ⅱ)as the teaching content to transform the main teaching content into progressive problems and uses diversified ways represented by independent thinking and group cooperation to improve students’ learning initiative,intending to cultivate students’ problem-solving ability.After the first round of action research,this research makes a corresponding summary and reflection on the statistical data to optimize the teaching design and action research.The second round of action research,taking Unit 9 as the teaching content,this research aims to attract students to participate in classroom activities more proactively by creating problem situations and scenario simulation activities close to real life.Through observation,summary and reflection in the process of action research,this research ultimately proves the effectiveness of the problem-solving teaching model in senior high school history teaching.On this basis,this research draws the following three conclusions.First of all,the implementation of the problem-solving teaching model in senior high school history classrooms is beneficial to improve students’ learning enthusiasm and encourage students to actively participate in the problem-solving process.Secondly,history teaching in senior high school based on the problem-solving teaching model can increase students’ speaking time in class,thus giving full play to students’ dominant position.In closing,the application of the problem-solving teaching model in senior high school history classrooms can effectively promote the development of students’ historical thinking,thereby cultivating students’ ability to put forward,analyze,and solve problems.