Introduce the types of secondary school history teaching activities?

I, the student's organization as the characteristics of the organization of teaching to the teaching object - the student's organization as the characteristics of the organization of teaching is familiar, but also a variety of theoretical works on teaching introduced the most. These forms of teaching organization are as follows: (a) individual teaching ? This is a form of teaching organization that originated in the ancient schools of the world, its history is the longest, until today still has a strong vitality.

According to the research of educational scholars in the former Soviet Union, the emergence of individual teaching organization can be traced back to primitive society. Primitive people in their daily lives, the elders teach the younger generation, one by one to pass on the knowledge. Therefore, the first form of teaching was individual teaching, which included the way priests taught students to read and write, and the way feudal aristocratic families used tutors to teach. Individual teaching continued for many centuries. In China, individualized teaching appeared very early and lasted for a long time, and the school, which lasted for centuries, was based on individualized teaching as the main form of teaching.

Individual teaching reflects the small scale of education, the small number of students educated, and the age level and level of knowledge is very different, the teacher according to different levels of teaching one or several students. In ancient times, this form of teaching organization was characterized by slow and inefficient teaching, without a clear or fixed number of years of study, and students studied neither by year nor by subject. It is generally recognized that this form of teaching is more suitable for the small number of students in the teaching requirements, obviously with the nature of the teacher apprenticeship.

(2) group teaching is also known as "individual - group teaching system". Group teaching as a form of teaching organization emerged from the transition from individual teaching to classroom teaching. It is different from both individual teaching and class teaching, but more similar to the latter, so it is called the prototype of class teaching. This form of teaching organization was adopted by the academies and various kinds of governmental schools in China after the Song Dynasty, as well as by the medieval schools in Europe. Since it is a transition, the strict sense of class teaching no longer exists today. Class teaching has some of the characteristics of class teaching. In this form of organization of teaching, the teacher (possibly more than one) teaches a group of pupils at the same time, and the learning activities of the group of pupils and the course of study have certain ****similarities. It is characterized by collective learning. However, the number of students in a group is usually not fixed. Students are more free to enter and leave the school, and there are no clear and uniform requirements for students' age, literacy level, learning pace and content. Group teaching laid the foundation for the later establishment of class teaching.

(3) class teaching, also known as class teaching system or class lecture system ? Class teaching is based on the development of class teaching. Its emergence adapted to the needs of modern capitalism and the development of its production. At the same time also for countries to expand the scale of education, increase the content of teaching, improve the efficiency and quality of teaching provides a more effective form of teaching than individual and group teaching.

It is generally recognized that the double-teaching that has existed in China for a long time, in which a teacher alternates between direct instruction and automatic work with students of different grades at the same time, is a variant of classroom teaching, which retains the basic features of classroom teaching.

(4) Group teaching ? Group teaching is a reform of classroom teaching. Class teaching has unparalleled advantages over individual and group teaching. But at the same time, the shortcomings of class teaching is also in the process of its implementation has been exposed, the biggest drawback is that under the conditions of class teaching is often difficult to adapt to the individual differences in students, students tailored to their needs. Therefore, at the beginning of this century in the West appeared in favor of group teaching some of the teaching reform or experiments, such as Ward (W. A. Wirt) of the "sub-group system" (P1atoon PIatl), Burk (P. L. Burk) of the "Individual Programs Individual P1an" (Individual P1an), C.W. Wash-burne's "Winnetka System" (Winnetka System), Parkhurst's "Dalton System" (Dalton System), and "P1atoon PIatl" (P1atoon PIatl). Dalton System" (Dalton Plan) and Berry (C. Berry) "Detroit Plan" (Detroit X-Y-Z Plan) and so on; China's group teaching was introduced by the West. 1913-1914, some of our schools began to adopt group teaching, such as the use of group teaching. Between 1913 and 1914, some schools in China began to use group teaching, such as the form of grouping students according to their academic performance within the class at that time known as the "group teaching method". Later on, there were also experiments of group teaching according to students' abilities. Western group teaching also had a significant impact in the Soviet Union in the 1920s. However, in the first half of this century, the impression left by the group teaching in the education sector in various countries is that the disadvantages of group teaching outweigh the advantages, and it has been criticized by many people.

The re-emergence of small group teaching occurred after the 1960s and attracted a great deal of attention in various countries.

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The resurgence of group teaching

(v) Open teaching. Also known as "open classroom" or "open classroom" ? Open teaching originated in the 30's American progressivist educators advocate, after the 50's in the British primary schools began to be widely implemented. 1967, the British Central Advisory Committee on Education published a report entitled "Children and their elementary school" (i.e., the Plowden report), formally affirmed this form of teaching and learning organization. Since the 1970s, open teaching has been popularized in the United States, Canada, Australia, Federal Republic of Germany, Sweden and Israel. The most important feature of open teaching is the abandonment of the classroom format. In the form of open teaching, there is no fixed form and structure of teaching. Neither the school nor the teacher has a fixed program or teaching materials. Children are interest-centered and learn through activities. The teacher's task is to provide a learning environment for the students and to provide individualized instruction without directly intervening in the students' learning activities. Therefore, in a sense, open teaching is a kind of unorganized or very loosely organized teaching. Foreign studies and experiments have shown that open teaching can lead to the externalization of children's independence and creativity, promote their intellectual curiosity, cultivate their correct attitudes towards the teacher and the school as a whole, as well as their ability to cooperate with children of the same age and teachers. However, in general, the effectiveness of open teaching in teaching practice is not significant, and its biggest drawback is that it does not guarantee that the majority of students will acquire the necessary knowledge and skills to achieve good academic results. Therefore, the influence of this form of teaching organization is limited. Second, the teacher's organization as the characteristics of the teaching organization form of the teacher's organization is an important factor that directly affects the efficiency of teaching and student learning achievements. In the teaching work, the organization of the teaching force is common in the following ways:? (a) Class system ? The classroom system usually means that one teacher is responsible for all the teaching tasks of a class. This type of teacher organization is most common in the early grades of elementary school and is practiced in schools in rural areas of various countries. With the expansion of the teaching force and the improvement in the quality of teaching staff, the typical form of classroom organization in national schools has become less common. It is now common practice for one teacher to teach the main subject and for specialized teachers to teach other subjects, such as physical education, art and music. The biggest advantage of the classroom system is that it facilitates communication and understanding between teachers and students, and builds a good relationship between teachers and students. In the process of teaching, teachers can fully grasp the learning situation of individual students as a whole, rather than in a particular subject. However, it does not promote the improvement of teachers' professional teaching level, and it will also bring negative impact on the quality of teaching.

(ii) The subject-appointment system ? Section appointment system can be said to be the product of the professionalization of school teaching work division of labor. This form of organization has been widely implemented in various countries. The practice of the subject system is that each teacher is responsible for the teaching of their respective subjects, a teacher can specialize in teaching one subject or two subjects. Its most important feature is that it contributes to the specialization of teachers, since it requires them to specialize in one or more subjects. This is conducive to improving the effectiveness of teaching. In addition, since students are exposed to a wider range of teachers, it helps them to broaden their horizons in various subjects. However, compared with the class system, teachers have less access to students, and it is difficult to fully understand the situation of students.

(C) team teaching (team teaching), also known as collaborative teaching? It was first popular in the United States in the mid-50s, an attempt to reform the organizational structure of the teaching force. It is "designed to tap into the special talents of individual teachers in order to improve their teaching effectiveness". The main advocates of team teaching are F. Keppel, J. L. Trump and R. H. Anderson. The basic characteristics of small group teaching is to take two or more teachers to cooperate in teaching, and according to the ability and expertise of the members of the team to form a "complementary" structure, respectively, in the teaching of different roles and tasks, through the division of labor, **** with to complete the teaching task. In practice, there is no fixed model for small group teaching. The size of its size also varies, can be a single subject system, can also be a multi-subject system.

Three, the organization of space as the characteristics of the organization of the form of teaching and learning space organization mainly refers to the arrangement and use of the teaching environment. Generally speaking, teaching in space can be divided into two categories of external environment and internal environment. (a) the organization of the internal environment of the school mainly classroom teaching and extracurricular activities classroom teaching can be class teaching, can also be small group teaching, it depends on the characteristics of the teaching space. Classroom teaching existed long before classroom teaching appeared. Generally speaking, in modern schools, classroom teaching in the form of spatial organization often coexists with classroom teaching in the form of student organization. That is why many people tend to equate the two. The fact that school education is based on classroom teaching is determined by the characteristics of the teaching-learning process. The student learns indirect knowledge of mankind, which must be carried out in a classroom environment, with the guidance and assistance of the teacher. Only in this way, students can learn the summary of the experience of the previous generation, the complex social phenomena, production processes and so on, transformed into an abstract form of knowledge, theoretical system. Extracurricular activities are a supplementary form of teaching organization, corresponding to classroom teaching. In recent years, the school education work more and more emphasis on the development of students' personality, cultivate their interests and hobbies, the formation of a variety of abilities and skills, both abroad and at home are more and more attention to students' extracurricular activities.

(2) the organization of the external environment of the school mainly refers to the field teaching field teaching is a form of teaching organization in space corresponding to classroom teaching. Many people believe that on-site teaching is a form of teaching organization created in 1958 in China to implement the policy of "education for the proletariat political service, education and production and labor" to realize out of the classroom, facing the factories, the countryside and society. In fact, from the point of view of foreign teaching practice, on-site teaching has long existed. Only after 1958, China's implementation of on-site teaching with a strong political color. As a reform of classroom teaching, on-site teaching in teachers, teaching time, teaching methods and methods have their own characteristics. But the biggest color is still manifested in the space of teaching, that is, the teaching activity is not in the school, not in the classroom, but in the scene of the development of things. Field teaching to make up for some of the shortcomings of classroom teaching, so that students can learn a subject directly in the field of knowledge or skills, is conducive to a close combination of theory and practice, the teaching process and human cognitive process of unity, so that students in the social activities, the production process, in the practice of learning. However, it must be pointed out that the characteristics of field teaching determines that it is only a supplement to classroom teaching, it can not replace classroom teaching. Otherwise, it will cause bad consequences. Our country has had a profound lesson in this regard. Fourth, the organization of time as the characteristics of the organization of the form of teaching time is directly reflected in the amount of a student to receive school education side, it can usually be expressed by such a formula: the amount of education = the number of school days per year × daily teaching time × years of receiving education. Of course, the quality of education can also be indirectly reflected by the quantity of educational time. Therefore, time is an important factor in education. However, from the point of view of pedagogical research, the main purpose is to discuss the organization and arrangement of teaching time. From the perspective of the dimension of teaching time, it can be roughly divided into three aspects: the school year, the school day, and the structure of class time. (I) school year. For a long time, both foreign and domestic research on the organization of the school year is relatively small, and many pedagogical writings almost do not deal with this issue. Many people take the historical organization of the school year as a matter of course, and seldom consider the positive or negative impact it has brought to the teaching work of the school. In recent years, there has been a gradual increase in the number of studies on the organization of teaching and learning from the perspective of time in foreign countries, mainly in the United Kingdom and the United States of America, which have begun to link the organization and scheduling of teaching and learning time with the efficiency of teaching and learning in schools. For example, Britain's Bryce Knight (BrianKnight) clearly put forward the criteria for the design of the school year:

1, the length of the semester should help to prevent fatigue on both sides of the teachers and students, reduce illness and absenteeism, and maximize the promotion of teaching and learning;

2, the length of the semester should be conducive to the planning and organization of the curriculum;

3, the design of the school year should also be help to reduce expenditures for electricity, heating, and transportation, and to achieve the most efficient use of school resources.

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The situation of the school year system in various countries (II) School days. The school day involves two main issues, the number of school days per week and the structure of the school day itself. In the national context, the number of school days per week varies between five and five and a half. It is noteworthy that there is a decreasing trend in the number of countries with Saturday morning classes.

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The situation of the school day system in various countries (III) Class hours. Traditionally, school hours have been relatively consistent across countries, usually 45 to 60 minutes, but reforms to the traditional school day system are also underway.