Research On History Hierarchical Teaching In The First Year Of High School In The Context Of Academic Examinations

Under the background of the current academic examination,the hierarchical distribution of senior high school history education has become the general trend.Therefore,how to adapt to the hierarchical distribution in history teaching to face educational equity and provide more suitable teaching for students at different levels has become one of the problems that need to be solved urgently in current history teaching.In this context,the cultivation of subject core literacy,the division of academic quality levels,and the examination of academic proficiency all make stratified teaching necessary in the current middle school history teaching.However,existing research still focuses on the application of new technologies and new methods,rather than actively seeking the adaptation of stratified teaching in the current educational context.Therefore,this study is based on the theory and practical application of stratified teaching in the class,using the teaching experiment method as a research method,and by selecting appropriate research objects,the stratification of the history class in the senior high school history class is carried out within the controllable range of one semester for one semester.Teaching experimental research.Specifically,the specific and systematic stage-by-stage student stratification is the top priority of this research.Taking the midterm exam as an interval,the experiment is divided into two stages: interest stratification and academic quality stratification.In the stage of interest stratification,the scientific classification of learning situation is found out through questionnaires and daily teaching observation.In the stage of stratification of academic quality,the cultivation and performance of core literacy is run through,and students are stratified according to the level of specific core literacy.The stratified teaching activities in the class at different stages should also follow the stratification principle,and the stratification should be carried out throughout.The stratification of teaching objectives,teaching activities,homework and after-school tutoring can form a complete and effective high Stratified teaching in a history class.In addition,in the stratified teaching in the history class of Senior 1,the cultivation of students’ core literacy has always been carried out in all aspects such as student stratification,teaching goal stratification,and teaching activity stratification,and actively communicated in the process of stratified implementation.Timely adjustment is the key to achieving certain results in this study.However,problems such as excessive consumption of teachers’ energy,insufficient group cooperative learning,and insignificant growth of some higher-level students have also been exposed in teaching research.In view of some of the problems that can be alleviated and the effective results in the experiment,the stratified teaching in the history class of senior one can further stratify from multiple perspectives,integrate group cooperative learning,run through the cultivation of the core literacy of the discipline,and dynamically and flexibly adjust the score.Layer and other methods,and gradually improve and optimize.In terms of universal applicability,based on the different situations of students in different regions and schools,the methods and principles of stratified teaching are universal,but the steps and procedures can be adjusted in different time periods and in different ways to adapt to different learning situations.