201612 Dec, 2016

4 The Education of Innovative Talents No.4

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Case Study of School-based Course Development of Middle School History Subject

LUO Hongmei DING Huiyun

( Xi'an Qujiang No.1 High School, Xi'an, Shaanxi 710061, China )

Abstract: In the background that school-based course attracts more and more attention, how to better
implement the school-based course of History and improve student's interest and core literacy of the subject
has become a major problem. The History teaching and research group in Xi'an Qujiang No. 1 High School
has tried to combine the subject's features, the local resources and the school's characteristics to generate
a series of school-based courses. Among it, the Chang'an: China's ''DNA'' is a successful practice. The
school-based drama, with its characteristics including evaluation method respecting students' personality
development, performance as major method, and reflecting the characteristics of local history, provides
students with very helpful exercise. Meanwhile, the teacher's professional level has also been improved a
lot in learning script writing, finding resources of local history, organizing students to perform and display,
etc.. However, problems such as what is the future direction of high school History teaching, and how to
tackle rehearse time of school-based drama should be considered further to continue the implementation of
school-based drama of History.
Key words: high school History; school-based course; school-based drama

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Teaching Exploration Based on Generation Process of the Theorem of Peer Mentality

ZHOU Xianrong
( Mudu Experimental High School, Suzhou, Jiangsu 215000, China )

Abstract: The teaching of theorem generation process is an important stage for students to develop
mathematical literacy, as well as important channel to spread humanistic spirit. For middle school students,
peer mentality is the basic mental need for theorem generation process. During teaching theorem generation
process construction based on peer mentality, the teacher could adopt the following measures to standardize
and support students' learning behavior: To insert mathematical experiment in proper time; to set questions
to guide the learning and generate step-wise independent exploration; to organize communication and
cooperation to form rational thinking during peer education.
Key words: mathematical literacy; theorem generation process; peer mentality

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