Study On The Current Situation Of Class Notes In Senior High School History From The Perspective Of Learning Theory

With the gradual implementation and promotion of the new curriculum reform,the education circle has put forward the concept of core literacy,and the classroom teaching of primary and secondary schools around the country is based on the goal of core literacy,and puts forward higher requirements for the training direction and development prospects of students.Teaching is not only to impart knowledge,but also an effective way to improve comprehensive quality and develop good learning habits.The significance of education is to let students learn to learn.Therefore,it is necessary to master a learning method,and class notes,as an effective learning method,play an important role in the learning process of students.History class notes have certain practical significance and important value to meet the internal needs of students’ development,promote the professional development of teachers,and implement the cultivation of core quality education.Learning theory requires that the understanding of history class notes should have metacognitive behavior response,the content should conform to meaningful learning,the record should meet the constructivism learning view,and the subject of notes should practice the meaningful free learning view.Therefore,the investigation and research on the current situation of class notes in high school history is very important for high school history learning.Based on the learning theory,the investigation of some teachers and students in Yan ’an Experimental Middle School from four aspects including cognition of history class notes,text of history class notes,use of history class notes and teachers’ guidance and evaluation of students’ history class notes shows that most teachers and students can recognize the importance of history class notes from a macro level.However,teachers and students still have a deviation in the cognition of history class notes.They do not pay attention to notes and lack the purpose and motivation of notes.The recording of history class notes needs to be improved.The recording content is arbitrary,the recording method is single,and good note-taking habits are lacking.Insufficient use of notes in history class;Teachers lack of guidance and evaluation of history class notes.The main reasons for these problems are the imperfect grasp of learning theories by teachers and students,the excessive use of modern teaching technology and the influence of modern educational environment,in addition to the influence of students’ interests,teachers’ teaching habits and so on.On the basis of the analysis of the current situation of history class notes,combined with the characteristics of high school history discipline,this paper probes into the countermeasures to optimize history class notes.From the perspective of learning theory,history class notes should adhere to the application principles of flexibility,diversity and student-oriented.From the perspective of students,firstly,students need to change their cognitive attitude towards history class notes,realize the purpose of taking history class notes,and discover the motivation of taking history class notes.Secondly,students need to coordinate the relationship between listening to the class and taking notes in history class.Finally,students need to improve the arrangement and utilization of history class notes,develop the habit of organizing notes after class,and strengthen the review and utilization of history class notes.From the perspective of teachers,first of all,teachers need to create a good class note-taking environment,put forward clear requirements for taking history class notes,and play the role of the first organizer of blackboard writing.Secondly,teachers should implement safe teaching content reasonably.Thirdly,teachers should implement specific methods of taking notes in history class,such as taking historical events as clues,mind mapping and Cornell note-taking method.Finally,the teacher determined the multiple evaluation and feedback mechanism for history class notes.The language was simplified and encouraged,and the comprehensive and multiple evaluation mechanism was followed by individual differences.