Problems And Countermeasures Of Material Teaching In Junior Middle School History Course

Teaching historical materials is no longer a new conception, but the teaching method occupies an important position in the modern history teaching. It refers to that in history teaching process, teachers guide students to cope with the relevant historical data to make the students get history information independently from the data material, and further more students can use this information to complete a teaching mode of historical inquiry.It differs from our previous rigid application to historical material in teaching practice, it is actually the students "active learning" of a model.In reality. The teaching historical materials gets neglected in some ways, and also some conceptions about the method appear specious in the teaching process.To this end, by combining theory with practice in this paper the writer probes into the problems encountered in the junior middle school teaching historical materials and try to show some countermeasures.This article is mainly divided into four parts:introduction, the proposed research questions, the present research status, the significance about the research, methods and contents.The first chapter integrates questionnaire problems existing in junior middle school history teaching.The integration process includes the following steps:Designing a questionnaire, the connotation of the historical data, historical data access, the selection of materials and the use of historical method. Investigating school students can help teachers make sense of what problems exist in the school history teaching, and thus we can find specific solutions to these specific problems in the future. Especially the choice of materials and use the method is, I think, the key to what I want to discuss.The second chapter involves the basic method of junior middle school history historical choice. This part mainly covers two aspects of historical data and extracurricular historical materials of textbooks to study the types and uses the historical data, and the choice of the teaching material must focus on students’ interests and their basic knowledge.The third chapter is about how to use the integrated historical data materia efficiently. Psychological research suggests that, students who enter adolescence, have started to dominate the abstract logical thinking gradually transformed from experience to theory, but the abstract logical thinking, to the very great degree also needs the support of perceptual experience, and historical data are just the kind of support. Based on a couple of cases in the history teaching, this chapter does some research about training students’ interest and cultivating students’ consciousness of evidence to discuss how to cultivate the students’ thinking ability and make full use of all kinds of historical data material in their history learning to achieve a better learnign effect.Teaching historical materials can more fully exert students’ initiative to study, beneficial to develop the students’ abilities of creative learning, and it is also in line with the spirit of the new curriculum reform.