Practical Research On The "rolling, Linkage, And Interactive" Teaching Model In High School History Subject

Under the background of the new curriculum reform,various classroom teaching modes emerge constantly.The teaching mode of "rolling,linkage and interaction" is a localized teaching method created by the teachers of the experimental school under the guidance of the history teaching and research staff of Laixi.This mode lays the foundation on the design of study guidance case,takes the construction of learning groups as the starting point,and integrates the mode of independent learning and cooperative inquiry,so as to consolidate students’ knowledge,improve their capacity and cultivate their quality.In the past three years,Laixi Experimental School has adopted the teaching mode of "rolling,linkage and interaction",which has achieved certain positive results,but also exposed some shortcomings.Through questionnaires survey and interviews,it is apparent that the teaching mode of "rolling,linkage and interaction" boosts students’ interests in history learning and further cultivates students’ learning habits of self-preview and thinking on their own.Not only does it better the academic atmosphere of history classes,but also promote the increase in teaching efficiency.Certainly,several problems exist too,both in practice and this pattern itself.Problems existing in practice: At the level of school,the assessment of teachers and students in school management does not meet the requirements of the new curriculum reform,and the traditional educational concepts are deeply rooted.At the level of teachers,their ideas are outdated and not in accord with the spirit of the new curriculum reform;in the lesson preparation section,there is no concern about the advances of students’ competence in different levels;in the lessons,too much emphasis is placed on basic knowledge while the process evaluation is ignored.At the level of students: 1.In the stage of preparation before class,students do not prepare carefully,which makes the feedback obtained by teachers not authentic and specific,thus reducing the pertinence of teaching design and affecting the classroom effect.2.In the stage of classroom cooperative inquiry,it is easy to deviate from the theme,resulting in low discussion effect,low participation in discussion and lack of group cooperation spirit.3.In stage of after-class consolidation,judging from the homework,some students are lazy — do not think,rely on reference answers,and finish homework with low efficiency and low quality.Eventually,the mode itself also has some defects,such as excessive requirements on the compilation quality of the study guidance case,great difficulties in controlling each section of classroom teaching,and the courses’ being inclined to review and evaluation.The above problems and shortcomings could generally be attributed to the fact that the school doesn’t attach enough attention to the curriculum reform and relevant effective publicity;teachers are short of experience in curriculum reform and fail to truly provide freedom for students;Students’ learning concept has not transformed,failing to give full play to themselves as the main roles.Based on the above findings,the future teaching application should focus on the following aspects: 1.The school creates a great atmosphere for curriculum reform.2.Teachers use scientific and effective teaching methods.3.Guide students to actively develop their cooperative inquiry capacity.4.Use this mode flexibly according to specific situations.