High School Unified History Textbooks Effective Teaching Research

With the continuous advancement of history curriculum reform,it is urgent to improve the effectiveness of high school history classrooms.This curriculum reform and the development of new textbooks are both opportunities and challenges for high school history teachers.History teachers should improve the effectiveness of high school history classroom teaching based on modern educational theories and the characteristics of newly compiled history textbooks.So as to better complete the teaching task,improve the quality of education,and comprehensively improve the core literacy of students,so as to achieve the educational purpose of cultivating virtue and cultivating people.After describing the purpose and significance of this study,this paper defines the concept of effective teaching of high school history textbooks.That is,on the basis of teachers following the teaching laws of history subjects and the laws of students’ cognition,through the teaching methods actively guided by teachers and the main learning methods of students’ independent cooperative inquiry,taking historical knowledge as the carrier and improving students’ core historical literacy as the starting point,and promoting the comprehensive and personalized sustainable development of students.On this basis,the author further pointed out that effective teaching of high school history should have the following characteristics,that is,in addition to reflecting teacher-led,student-oriented,classroom problem situations,teacher-student interaction to complete teaching goals and harmonious teacher-student relationship,classroom teaching should also be efficient,effective,scientific and goal-oriented.This paper conducts research on high school history classrooms through literature research,observation research,personal experience summary,questionnaire and other methods,so as to seek an effective teaching method for the compilation of high school history textbooks.At the same time,with the help of effective teaching research,we help teachers and students progress and grow together.The main body of this article consists of four parts.The first part is the theoretical basis for effective teaching of high school history.This research is based on constructivist theory,multiple intelligence theory,humanistic learning theory,and deep learning theory.These modern educational concepts guide the implementation of effective teaching in our teachers’ classrooms from the theory.The second part explains the factors that influence effective teaching in high schools.The author believes that there are five aspects,which are: the overall goal of high school education,the characteristics of high school history education,the characteristics of the newly compiled high school history textbook,the cognitive characteristics of high school students,and the standards for a good lesson.In essence,the factors affecting the effective teaching of high school history are explained from the three dimensions of teachers,students and teaching materials.The third part lists the ineffective performance of high school history teaching and analyzes the causes.The author believes that the current inefficient classroom teaching has the following eight aspects,which are: teaching that violates the laws of students’ cognition,and teaching from "full classroom" to "full of questions" and "full of running";lack of effective teacher guidance;Teaching that does not complete the goal of classroom teaching,teaching that lacks in-depth teacher-student interaction in the classroom,teaching that misuses and abuses multimedia in the classroom,teaching that lacks analysis of learning situation before class,and teaching that ignores the connection between junior and senior high school history knowledge in class.The reasons for these inefficient teaching behaviors can be summarized as follows: the first part of the teachers is not of high quality;Second,the teaching evaluation mechanism is inconsistent;negative factors in the third society;Fourth,the student’s own reasons.So how do you turn inefficient teaching into effective teaching? The author combines modern educational theories,factors affecting effective teaching,and more than 20 years of educational practice experience to propose strategies to promote effective teaching in the classroom.The fourth part of this article is to explore strategies to promote effective teaching of history in high schools,with seven aspects.Firstly,improve the quality of teachers.Secondly,teaching design should implement the core literacy of the subject.Thirdly,establish a harmonious teacher-student relationship.Fourthly,use modern information technology scientifically.Fifthly,make use of classroom time rationally.Sixthly,implement teaching based on the level of academic quality;Seventhly,use large units to promote in-depth teaching.The above seven strategies explore how to implement effective teaching from both the aspects of teacher-student,subject-object.