A Research On Problem-Based Teaching And Learning Of History At Middle School

Currently,the new concept of talent cultivation has just taken shape,which demands higher-level cognitive abilities like "critical thinking" and "problem-solving",and coincides with the goals of problem-based history teaching in middle schools.The cores of problem-based history teaching are the problemization of teaching contents and activities and the advancement of teaching process by problem-chain.The teacher will be the creator,cooperator and guide,and the students will be the constructor,explorer and learner.The teaching activities take the form of teacher-student interaction.Thus the purpose of moral education,the teaching goals of historical thinking development,are the important directions for building new paradigm for history classroom teaching in middle schools.With the perspective of the connotation of history subject,time-space idea,evidence awareness,historical understanding,historical explanation and historical evaluation can be defined as the five essential problem in the history teaching in middle schools.If the subject content and subject thinking of the history in middle school can be linked together by essential problem,and integrated in the form of problem and problem-chain,while the history classroom teaching in middle school,to a great extent can be a problem-solving and explorative learning process.In other words,it is feasible,necessary and worthwhile to integrate subject content,subject abilities and subject thinking with problem-based history teaching.While choosing the essential problem in middle school history teaching,the following common characteristics should be fully considered:open in form,complexity in structure,target in content,thinking in value and exploration in essence.When the teaching is focused on a certain issue,the teacher should know how to use problem-chain to construct the relation between the cores and goals,reflect the objective chain,build the cognitive logic,and deepen the teaching objectives.In terms of content implementation,the cores are not entirely separate but overlapping,the process is problem-solving,and the method is promoting teaching.The process echoes the method while both serve the teaching content.Therefore,the implementation model of classroom problem-based teaching which builds upon this concept is three-dimensional and open.The teaching design of essential problem determines the implementation quality of problem-based history teaching in middle schools.The fact is that the history teaching of middle school relies on the historical texts,and follows three rules which refers to"historical narrative","historical contexts",and "historical understanding".The students will get the knowledge from reading texts and its context,with which teacher can divide the senior’s questions into five levels and refine them.Moreover,the class will demonstrate various case with typical type.The type of time-space ideas includes:historical narrative under time and space,ideas of timing sequence in the chronicles of events,historical explanation;problems for evidence awareness:based on evidence,present views rely on the evidence you have and putting forward original hypotheses creatively and seeking out abundant proof seriously;problems for historical understanding:historical imagination,historical empathy,and historical deduction;problems for historical explanation:causal explanation and multi-explanations;problems for historical comment:comment from synchronic contemporaries and comment from later successors.Problem-based history teaching in middle schools,from the perspective of problem,can enrich middle school history teaching theories under the requirement of key competence and serve the middle school teaching practice.However,the practice value of this study requires larger and longer period test from the history teaching in middle school and its theories also need correct and improve through practice.