First, the reason and significance of the topic selection

Since the autumn of 2004, the new curriculum reform in senior high school has been tried out in four provinces, such as Guangdong, and the situation of history classroom teaching in senior high school has quietly changed: the teaching material arrangement system is diversified, the arrangement content is rich and colorful, and students' interest in learning is growing; Students are much more lively in class, dare to raise their hands, dare to ask questions and dare to express different opinions; At the same time, the modernization of teaching methods and the diversification of teaching resources have also brought many conveniences to teachers' classroom teaching. The implementation of the new curriculum reform should make the classroom full of vigor and vitality, and make the classroom a stage for students to display their individuality and surge their lives. However, with the deepening and advancement of the curriculum reform, we gradually feel some abnormal phenomena after the curriculum reform, especially in the classroom teaching behavior of teachers, the learning state of students and the overall efficiency of classroom teaching.

If we go deep into the high school history teaching class, we will find that inefficient, ineffective or even ineffective teaching phenomena abound. Some so-called "new classrooms" still have obvious performance of teachers and students, and many new teaching classrooms called "activities" and "research" still follow the traditional "cramming" teaching methods in essence. Some teachers blindly pursue the dynamic generation of teaching, the life-oriented treatment of teaching content and the so-called "research study", which affects the effective implementation of the new curriculum reform. The lack of classroom teaching effectiveness is still an urgent problem to be solved in senior high school history classroom teaching.

Under the new curriculum conditions, the research field of effective history teaching in senior high schools in our city is not in-depth and concrete, and a set of applicable methods can not be obtained according to the actual situation of students, so the operability is weak, and the research on this subject in our school is even more lacking. This topic is mainly aimed at the actual situation of low efficiency of history classroom teaching in senior high school in our school. Its purpose is to put forward some practical measures based on the effective teaching theory and experimental research results under the background of the existing new curriculum, which are verified in the actual classroom teaching and provide useful reference for the healthy development of the new curriculum reform in our city.

This topic is an experimental innovation based on the actual situation of our school. If the test results and students' satisfaction survey reach the expected goals, the research group suggests that the teaching and research section of Maoming Education Bureau gradually extend this teaching method to the history teaching of other similar schools in Maoming to expand the experimental area.

In addition, this experiment is also an exploration of history teaching under the new curriculum standard, which should also be of reference significance to related experiments in various places.

Second, feasibility.

The person in charge and main members of this project have participated in the research of school-level projects, and many members' research papers have won the first and second prizes of excellent papers in the city.

This study lasted for three years and was a diachronic study. It is very important to collect and archive data regularly. After the experiment, horizontal and vertical comparative studies should be conducted, including the comparative study of experimental classes and non-experimental classes in the same grade, and the comparative study of similar experimental schools and non-experimental schools. It takes at least three years to complete a research cycle (including the time to write a research report).

Third, pre-academic history.

(1) academic monograph

From Dewey to Bloom, from Skinner to Gagne, they all attach great importance to the theoretical research and empirical research on efficient teaching, and have achieved unique research results. Since the 1980s, new research achievements have emerged, such as Gary? Effective teaching methods of D Barics, Merrill, USA? Hamming's teaching revolution, Pell? Thier's Strategies for Successful Teaching-A Guide to Effective Teaching Practice, etc.

In addition to Ye Lan, Pei Dina and others, some experts and scholars in China have conducted in-depth research on efficient teaching and achieved important results. For example, Cui Yunkuo's Effective Teaching: Ideas and Strategies, Lu Weiyuan's Outline of Effective Teaching, Chen Houde's New Concept-Effective Teaching, Zhang Qinglin and Yang Dong's Effective Teaching, and Li Shifa's Asynchronous Teaching Method of New Curriculum, etc.

There are many monographs on this subject, which more or less involve the study of effective classroom teaching of high school history, but there are few research fields of effective classroom teaching of high school history under the new curriculum conditions in China.

(2) Academic papers

To sum up, in the article "On Quality Education in Senior High School History Classroom after the New Curriculum Reform", Daniel Hsia analyzed how to liberate senior high school history teachers from the traditional exam-oriented education and realize the transformation to quality education after the new curriculum reform. Xia put forward some valuable ideas based on his own teaching practice, such as actively learning from foreign counterparts; Give full play to students' initiative and improve classroom teaching effect; Attach importance to the teaching of historical materials; Advocate social practice teaching

Learning; Don't turn high school history class into political class, and so on.

Zhu's On Improving the Effectiveness of History Teaching in Senior High School puts forward his personal understanding of the effectiveness of classroom teaching: students will never understand, from knowing less to knowing more, and never have a meeting; Emotionally, I have never liked it, never loved it, never been interested. Since then, Zhu has put forward methods to improve the effectiveness of the history class: first, teachers should keep learning and strive to increase their historical knowledge; Secondly, teachers need to design good teaching plans; Third, teachers should be good at mobilizing students to participate in classroom teaching; Also, teachers need to learn to reflect on teaching; Finally, teachers need to optimize classroom teaching methods.

Cui Nvhong put forward measures to improve the effectiveness of high school history classroom teaching, such as paying attention to classroom language art; Focus on problems and give full play to students' main role; Use a variety of teaching methods to prevent or reduce students' fatigue; Harmonious and equal teacher-student relationship is helpful to master knowledge and achieve better classroom effect.

On the one hand, Nan Jiang's article "The Application of Asynchronous Teaching Method in Senior High School History Classroom Teaching" introduces in detail the specific operation process of asynchronous teaching in senior high school history classroom teaching: teachers make clear the theme and ask questions; Teacher-guided learning methods; Students learn and understand the learning situation; Reinforcement effect; Student internship and so on.

Li Chuncai's My Opinion on Improving the Effect of History Classroom Communication in Senior High School holds that classroom communication includes teacher-student communication and student-student communication. In classroom communication, both teachers and students should pay attention to improving themselves.

How does Wu Yinchun's Let High School History Classroom Shine —— On Improving the Effectiveness of Questioning in High School History Classroom improve the effectiveness of high school history classroom from the perspective of questioning in history classroom? The article holds that in the history teaching of senior high school, classroom questioning should be enlightening and make classroom questioning activate thinking; Adhere to contact, so that classroom questions are in line with society; Insist on openness, let classroom questions improve classroom effect; Adhere to flexibility and let classroom questioning cultivate students' thinking, so as to continuously improve the effectiveness of classroom questioning and promote students' all-round and harmonious development.

Yang Yixin's article "The Application of Modern Media Technology in History Classroom Teaching Reform" not only affirmed the application of modern media technology in history classroom teaching, but also pointed out the correct application of multimedia in history classroom teaching, such as correctly handling the relationship between means and teaching objectives; Correctly handle the relationship between means and teaching content; The relationship between correct handling methods and teaching strategies.

Dong Zhihui's "How to Connect Junior High School Knowledge with Senior One History Teaching" puts forward three viewpoints to solve the problem of knowledge connection between junior high school and senior high school: interest leading, ability infiltration; Clear the main line and build a system; Random training, improving teaching, etc.

Zhang Haixia's book "Using Textbook Historical Materials to Enhance Classroom Teaching Effect" focuses on how to use textbook historical materials, such as poems and songs, speeches, classic works and even fine print, to improve the effectiveness of history classroom teaching.

Xu Zengshan's "Activating History Classroom Atmosphere to Improve the Quality of History Teaching" discusses in detail the methods of activating history classroom atmosphere, which are as follows: (1) Teachers improve their own quality; Teachers carefully design the introduction link of the new curriculum; Teachers introduce poetry and other art forms into the classroom; Teachers introduce emotions into the classroom; Teachers introduce domestic and international events into the classroom; Teachers should make teaching content close to students' life and reality.

Fourth, research methods.

The purpose of the study

1. Study the ways to improve the effectiveness of teaching activities of history teachers in senior high schools.

2. Study the strategies to improve the effectiveness of high school students' history learning activities.

(B) Research objects and methods

Select a class of Grade One in our school as the experimental class and a class of Grade One as the control class.

In terms of research methods and statistical data, this study adopts a variety of research methods, such as quasi-experiment, questionnaire survey and literature research, to make statistical analysis of the research data.

(3) research procedures

Preparation stage: March 20XX to August 20xx, during which the following work was done:

Collect relevant information, consult the literature and determine the research topic.

Make a research plan

Organizational researchers

2. Topic selection stage: August 20XX to September 20xx.

Using the method of literature research, collect the research on the effectiveness of teaching in various journals and publications, study it carefully, make plans, refine and sublimate, and write project research plans.

3. Implementation stage: 20XX years 10 month ~ 20XX years 10 month.

1) data analysis and data sorting stage. In this paper, the effectiveness of history classroom teaching activities of senior one students was investigated by questionnaire. Literature research method, comprehensive analysis of teaching plans and teaching design in recent two years, analysis of factors affecting the effectiveness of teaching activities and behavior characterization.

2) Action research case analysis stage. Regularly carry out project research classes and conduct grassroots practical research based on the classroom; The members of the research group are required to write a teaching reflection or essay every two weeks and write a class every semester.

Teaching thesis; Organize two research experience exchanges every academic year. The members of the research group study and study the topic theory once a month, trying to explore teaching strategies to improve the effectiveness of classroom activities, and encouraging teachers to make bold innovations and propose cases under the guidance of effective teaching.

4. Summary stage: 20XX years 1 1 month ~ 20XX years 1 month.

1) sampling analysis of provincial examination results, mainly for the sampling analysis of students in experimental class and control class. 2) Analyze and evaluate the effectiveness of this study and form a conclusion report.

Verb (abbreviation of verb) reform

Since the implementation of the new curriculum reform in Guangdong in 2004, schools all over the country have published a considerable number of related papers, but today, this topic is still the focus of discussion in many places and schools, on the one hand, because the previous papers are too theoretical and slightly weak in operability; Part of the reason is that there are different students from different places and students' quality is different, and there is no applicable method. This topic aims to solve the specific problems in the history teaching process under the new curriculum standard by combining the actual situation of local students and using the method of data presentation, so as to provide feasible reference for the promotion of the new curriculum standard.

The basic content of this topic involves:

Research on History Teaching Resources

Research on History Classroom Teaching

A Study of History Learning Process

Research on the Development of History Teachers

Study on Learning Ability of History Learners in Senior High School

Research on the Evaluation of History Teaching

In addition, the problems that this topic is expected to break through are as follows:

1. How to mobilize students' learning initiative according to the requirements of the new curriculum standards and make them the main body of learning when the overall quality of students is low.

2. How to change the current situation of high consumption and low efficiency in classroom teaching?

3. How to make students' happy study directly proportional to their high scores?

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