Abstract: Under the new curriculum reform, there are still many problems in senior high school history teaching. Mainly in the following aspects: there are obvious regional differences and individual differences in teachers' teaching level and teaching situation; There are too many versions of teaching materials and different curriculum standards, which brings inconvenience to actual teaching; Students are not used to the "new" module. To solve these problems, we can find a breakthrough from the following aspects and innovate in teaching concepts and teaching methods; Starting from the teaching content and teaching objectives; Make a fuss about the teaching environment.

Keywords:: new curriculum reform, high school history teaching, the main problems

Since 2008, the new curriculum reform has been carried out nationwide. The three concepts advocated in this curriculum reform are: paying attention to students' development, emphasizing teachers' growth and attaching importance to applying what they have learned. The main objectives of the new curriculum reform are: curriculum type, subject system, content design and teaching methods. In recent years, we have also encountered many problems in history teaching in senior high schools, such as teaching ideas, teaching methods, teaching contents and teaching objectives.

First, the new curriculum reform in high school history teaching the main problems

The new curriculum reform is the inevitable result of China's education development to a certain stage. However, it is only a few years from the first pilot of the new curriculum reform to the present teaching practice. Therefore, there are still many shortcomings and problems in teaching under the new curriculum reform in China.

(A) Teachers and teaching issues

According to relevant data, the proportion of senior high school teachers' academic qualifications in China is: master's degree 4.8% (mostly in the southeast coast), undergraduate degree 74.2%, junior college 18.5%, and other academic qualifications 2.5%. So I noticed that teachers' teaching level is different, their professional knowledge level is unbalanced, and their natural teaching concepts are quite different, especially in some underdeveloped remote areas. It is also reasonable that some teachers' teaching concepts are difficult to change. Therefore, history teaching in senior high schools is also deeply influenced by teachers' teaching concepts.

The inertia of teachers' original teaching concepts makes it difficult for teachers to accept new teaching concepts. The lack of professional knowledge also makes it difficult for them to quickly change their roles and quit the classroom king. Knowledge exists as a mentor. The new curriculum reform pays attention to research-based learning, which requires students to be more active. Teachers' initiative is only a bait to stimulate students' interest and improve their autonomy. Teachers need to use more teaching methods to stimulate students' interest in learning, such as multimedia teaching and historical story situational teaching.

At the same time, teachers' mastery of curriculum knowledge is also a big problem. The new curriculum reform makes the formulation of teaching plan, teaching content and teaching content encounter certain difficulties. It is difficult to adjust the teaching mechanism of the school to meet the teaching requirements of the new curriculum in a short time.

Teaching materials and curriculum standards

The modular teaching and interest teaching of the new curriculum have brought great difficulties to the realization of teaching objectives. In the case of passive reduction of study time and increase of study content, it also brings a lot of trouble to teaching. The characteristics of compulsory teaching materials, such as many contents, few class hours, high goals and deep contents, make teaching appear problems such as heavy, complicated, difficult, deep and miscellaneous. The openness of teaching and the selectivity of learning content also bring many difficulties to the teaching of history.

(C) Students and "family" issues

Students are accustomed to the "spoon-feeding" teaching method and have long forgotten their dominant position in classroom teaching. For the textbooks and teaching methods under the new curriculum reform, it is still difficult for students to jump out of the old model and exercise their subjective rights. Students are still unfamiliar with the new "modular" learning and can't fully adapt to it. They lack transitional learning stages and corresponding stages, which is the foundation. There are still many shortcomings and doubts in autonomous learning.

The "family" here has two meanings, on the one hand, it refers to the family of students; On the other hand, it refers to the class collective of students. Students' learning environment includes school environment and family environment. Parents' emphasis on students' learning has a great influence on their children's learning. Similarly, parents' attention to history will also greatly promote students' history learning. The current situation in China is: "Learn mathematics and physics well, and you are not afraid to travel all over the world". Therefore, the history teaching in senior high school is seldom taken seriously.

Second, some thoughts on solving the problem

(A) innovation in teaching philosophy and teaching methods

History teachers in senior high schools have different professional levels and different knowledge structures, so they cannot be required to reform indiscriminately. Therefore, only backbone teachers can lead everyone to carry out teaching reform together, sum up more and learn more in teaching, and strive to achieve rapid and stable changes.

1. Cultivate backbone teachers and innovate teaching ideas.

Everyone has the idea of comparison. With an example and a representative, there is an object to learn. Efforts to train backbone teachers and set an example will help teachers change their teaching concepts. Let the teacher change from a performer in the classroom to a host in the classroom, let the students perform to their heart's content, highlight their personal interests and specialties, and improve the teaching effect of high school history in interest teaching. At the same time, regular training for senior high school history teachers can be stipulated according to specific needs, such as ideological and political education, knowledge structure, cultural level education and so on.

2. Follow the trinity standard and standardize teaching methods.

Trinity, that is, the trinity of teaching plan, teaching goal and teaching content, is organically combined. Based on the requirements of the new curriculum, we should standardize the teaching of high school history. From a single lesson preparation mode to a variety of lesson preparation methods, multimedia teaching, performance teaching, situational teaching, interest method teaching and other teaching methods are used. With the help of effective teaching methods, improve the learning efficiency of high school history classroom.

(B) from the teaching content and teaching objectives.

Teaching content limits students' learning, but also complicates students' students. When a teacher formulates the content of classroom teaching, the teaching material is only a reference, and the teaching goal is the direction. Based on teaching materials and combined with teaching practice, we should earnestly teach students in accordance with their aptitude. At the same time, teachers should make rational use of "module" teaching and effectively combine the teaching content with each module. Analyze a historical phenomenon or event from all directions, so that knowledge can be vivid and personalized, which is convenient for students to remember.

(C) Starting from the teaching environment

Make reasonable class rules, and at the same time treat them with care to make the class a home. At the same time, make a feasible home visit plan, communicate with parents, make clear the importance and necessity of history study in senior high school, and enhance parents' attention to history study. Provide students with a good learning environment and promote them to study hard.

Third, the conclusion

In view of the history teaching in senior high school, the situation in this period is very complicated, both reformed and retro, and there is indeed a feeling of "a hundred schools of thought contend". However, it is imperative for us to find out the main problems existing in history teaching in senior high schools under the new curriculum reform, start with the problems, seek truth from facts, and find out specific strategies to solve the problems, so as to make history teaching in senior high schools better.

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