A Research Use Of Teaching Resources In History And Society Classroom Teaching In Junior Middle School

Nowadays, one problem that restricts the efficiency of History and Society teaching in Junior Middle School is a lack of teaching objectives, which causes the ineffectiveness of classroom teaching. On the one hand, some teachers lack the awareness of teaching objectives, so they don't or can't lay down teaching objectives. The former refers to the fact that some teachers just copy the objectives from other books or somewhere else, while the latter have no capability of setting objectives, thus causing the wrong target location. On the other hand, some teachers use teaching materials unreasonably. They either teach the materials simply or have a rough understanding of the materials. What's worse, some of them are busy presenting slides in classes. In short, one important reason for this is their lack of awareness and capability of laying down teaching objectives, which makes it difficult for teachers to grasp teaching materials effectively. According to the problems and the attribution analysis, to use teaching materials effectively, first of all, teachers who teach history and society are sopposed to set teaching objectives scientifically, and then they can use teaching resourses effectively according to the objectives. These are the two major contents of my research.Here are three results of my research after three years of study. Firstly, the"三三二"of setting teaching objectives, that is, three procedures of achieving it: analysis of curriculum demands , teaching materials and Students Learn Intelligence Analysis; there are three ways to set teaching objectives: Deductive method,Inductive method and Deduce induction. Teachers can consult Broome's three-dimensional target slassification and ABCD model, combined with the reality of school and subject for formulation of teaching objectives to achieve it. Secondly, two principles to use teaching resouses are as follows: according to curriculum crirerion, read through and grasp teaching materials; with the teaching goal for accuracy, analyse and choose teaching materials; to the point of teaching materials for eye, breakthrough and interprete the materials. Finally, three strategies to use the network courseware: select the network courseware resources, organize network courseware resources according to the teaching objectives and correctly handle the relation bewteen teaching material resources and the network courseware resources . In the last part of the paper, there is an analysis of the results and conclusions.The general teaching resources research emphasizes more on exploitation than usage of teaching materials while my research is the opposite, aiming at resources that can be used for classroom teaching, which is of effectiveness and perspectiveness. Meanwhile, in the background of teaching in accordance with the standard, the research focuses on how to set teaching objectives and carry them out effectively. The statements of strategies and achievements are well arranged and easy to understand. Besides, the research has such a high feasibility level that it has a lot of reference for improving the consciousness of history teachers of setting taching objectives effectively and promoting effective classroom teaching in the subjects of history and society .