Case Investigation And Countermeasure Research On Generative Problems In History Teaching Of Senior High School

The new curriculum reform emphasizes the interactive and generative nature of history classroom teaching.However,due to the complexity of the knowledge covered by history teaching and the difference of students’ cognition,some problems beyond the teacher’s preset will be generated in class,which brings challenges to history teachers’ classroom teaching,but it is also an opportunity for teachers to grow.Question is the starting point of students’ learning,we should stand on the height of life to pay attention to students’ learning and development,so we should focus on the problems generated by students in the history class.The generative problems in high school history class refer to the new problems and situations which are beyond the teacher’s presupposition and will affect the classroom teaching when the teacher tells the students the development course of human history and reveals the law of history.As an important classroom resource,generative problems have become the focus of more and more people’s attention.If generative problems can be timely and effectively dealt with,they will have a profound impact on teachers,students and history classroom teaching.How to effectively deal with generative problems in history class,explore the value of generative problems in the process of teacher-student interaction and student-student interaction,so as to further improve the effectiveness of history class teaching,these are the problems that the author focuses on.Using the method of questionnaire,the author empirically investigated the current situation of coping with generative problems in the history classroom of Fuzhou No.15 middle school,deeply understood and analyzed the problems existing in the process of coping with generative problems,and explored the reasons for the problems.Combined with classroom observation and typical cases,the author puts forward specific strategies to effectively deal with generative problems from three aspects of teachers,students and optimization of history classroom teaching.From the perspective of teachers,history teachers should pay attention to improving their own quality of coping with generative problems,which can be started from the renewal of educational ideas,expansion of knowledge reserve and improvement of professional ability.From the perspective of students,to guide students to give play to their subjectivity in dealing with generative problems,we can build a democratic and equal teaching environment,stimulate the enthusiasm of students to solve generative problems,and lead students to try multiple learning methods.From the perspective of history class,teachers can optimize the history class teaching of problem generation from the following aspects: elastic presetting before class,flexible strain in class and scientific reflection after class.