A Study On The History Of Middle School

Since humans entering the 21st century, the importance of talents and knowledge has become increasingly prominent. Carrying out quality education in history teaching in middle school is a big emphasis of the education reform, the biggest characteristic is to independently set up a high qualified history teachers, the teachers’ selves professional improvement and the progress of teaching ability is the key to implement of quality education. Speaking lesson is a unique teaching activities in China, almost no foreign is similar or identical, this way is unique to the Chinese teaching behavior is the supplement and extension of classroom teaching, is a teacher systematic, detailed clearing up by the teachers in their class. Every speaking lesson is a move that the teacher use to deeply thinking their teaching, through careful analyzing the gain and loss of the teaching, to identify the gap of teaching plan and teaching practice, finally they can achieve the history teachers selves ability to improve and perfect professional knowledge. This way of teaching and researching activities have been widely used in middle school history teaching, however, because of lacking systematic theory research and experience summary, the effect of implementation process from different schools are mixed. On the basis of referring to relevant research results, and according to middle school history discipline characteristic, the author exploremiddle school history practice activities’present implementation and the effective strategyfrom the theory and practice.This article mainly includes four parts:The first part is the summary to the basic theory of practice activities. To analyze technically the background of practice activities, subjective conditions, objective basis and development situation, development motivation and the problem which is in further development needed to be solved. Through the comparing speaking lesson with preparing, class teaching and the other researching activities to reveal the connotation of practice, according to the different classification standards to introduce different kinds of practice.Summarizing the content of practice is what to say in speaking lesson, in the actual teaching activities of theoperation steps, and the basic requirements of optimizing practice under the new situation.The second part is through the enclosed questionnaire, open-ended questionnaire, andother education method to investigate and survey the implementing of practice research in jiangsu middle school history teachers. Through the investigation to realize the degree of attention and usage of it, whether middle school history teacher know this theory of practiceor not, as well as the problem and misunderstanding existing in the implementation process of the practice activities, and on the basic of analyzing to include the misunderstanding incurrent practice activity implementation present situation and the existence.The third part is on the basic of analyzing the result of the questionnaire and interview records, to suggest some practice skills training strategy middle school history teachers. By visiting to history teaching situation of some teachers in parts of middle school in taizhouJiangsu, to realize that practice teaching activities and the using situation of practice teaching activities in the actual teaching situation, and aim at the problem in practice activities in middle school history teaching to suggest the reasonable countermeasuresFirst proposing the use of TBL strategy, briefly describes the time and place inmeaning of TBL teaching strategy, as well as using TBL strategy to train middle school history teachers’physiological basis and theoretical in the practice skills, and the detailed steps of using this strategy in realization. To improve middle school history teachers’attention to tacit knowledge, teachers in practice follow a set of their own teaching philosophy, which comes from the effect of tacit knowledge to our thinking and based on the theory of polanyi’s tacit knowledge developing history teachers’practice ability.Meanwhile reforming the single mode practice is also necessary to prove the skills for history teachers, although the old practice mode is beneficial to the use of practice activities and transmission, it also hinders the further development of practice activities, it is necessary to add new elements in practice mode.The fourth part is to state the value and significance of using speaking lesson in the high school history teaching practice activity. Self-reflection frequently is one of the important ways in today’s high school history teachers’ growth, history teachers take their class teaching as the analysis object to rationally analyze and think, showing the tacit assumptions and ideas behind the dominant class, to make the teaching reflection having the specific depending on the form. Meanwhile the history teachers’view of some problems in the process of speaking lesson lead to a variety of opinions from the other teachers on this question. using this practice activities will be good to build a together platform to explore problem in the middle school history teachers. Moreover history teacher group psychological atmosphere plays an important role in the reality of teaching activity, the self-presentation of the speaker and pertinent of the listener are good to form the cognitive psychological atmosphere. Finally the speaker in the process of practice speaking lesson about all kinds of teaching ideas, and solving the problem is a good way to increase the listeners’wisdom of the teaching.Epilogue emphasize again that the importance of practice teaching and his great value of advancing the history teachers’teaching ability under the background of new curriculum reform in middle school history teaching. as well as some deficiencies and problems inpractice research activity discussed in this article.This article is based on the theory, and combine with analysis of the questionnaire data and the consideration of specific implementation case, stand on the middle school history teaching practice, try to from practice state that speaking lessons" implement steps and stage of improving the ability of practice activities in middle school history, try something in order to improve the effectiveness of school-based teaching and research, in order to offer certain auxiliary to middle school history teachers.