The application of experiential learning in history teaching in high school

Abstract

The aim of this study is to analyze and examine the current situation and shortcomings of the application of experiential learning in high school history teaching and the possible improvement measures. In fact, promoting the implementation of experiential learning in high school history teaching is of great significance in eliminating students' unfamiliarity with history, developing historical skills, and improving the practicality of history learning. Despite the fact that experiential learning has been the subject of extensive research, it has been rarely applied in the traditional course syllabus, especially in the classroom teaching of the subject. This paper provides an in-depth look at how experiential learning can be further utilized effectively in the high school history classroom from both the teacher and student perspectives. The introduction part explains the background of research related to experiential learning and the significance of the research. In the first main body part, I explore the definition of experiential learning in high schools, the current status of its application, and the specific disciplines in which it is applied. The second main body part analyzes the shortcomings of experiential learning in its current application. The third part then analyzes possible solutions to the above flaws and dilemmas. Overall, this study will inform how experiential learning can be further applied in the 21st-century secondary history classroom and provide teachers with a reference for evaluating experiential learning. Each section is explained and accordingly, possible improvements are listed based on the effectiveness of the measures discussed.