Study On The Case Method Of History Teaching In Middle School

The discipline of history belongs to the humanities, the nature of history education is to developthe human qualities of students.However, due to the existence of the traditional teaching habits andutilitarian examination, the teaching of history is reduced to a vassal of the exam unconsciously.Scoresmeasure an outstanding student or not, with or without future, whether on the standards of the University,and other capabilities such as analyzing and solving problems are worthless to the scores.In the context ofthis examination-oriented education, students trained in only rote knowledge of history, to cope withclassroom learning and history exam more than enough.But when they into the community,they depressedfound that a lot of the knowledge is useless in society.Needs of the community is not only the test scores ofstudents is the actual talent, and this is the moment the students missing.Education and society seriously outof line, an insurmountable divide between theory and practice, this gap has become a bottleneck restrictingthe present education reform.How to complete the new curriculum reform task,translate the knowledgeinto the ability and give full play to the educational function of the history curriculum, Case Method hasmake the attemption.Case Method is not a new thing, it has been used in daily teaching in many disciplines.However,for the discipline of history, Case Method is still weak, there are still a lot of room for growth, so is worthyto exploration and research.Use the case method, the target is at build the combination between theadvantages of the case method and the characters of history teaching to make a new type history teachingmethod which has its own unique, to realize the full value of the secondary school history education.Basison the search of information at home and abroad and conducted a questionnaire survey of teachers,from theCase Method application of high school history teaching, the choice and writing of Case Teaching, theimplementation of the Case Method in history teaching,and pay attention to the problems of theimplementation process four aspects to write the paper.Make a try and explore in the theory and practice ofthe Case Teaching Method in school history teaching. In order to promote the innovation of high schoolhistory teaching methods and improve the High School History teaching system, to optimize classroomteaching, to improve the quality of history teaching,thereby promoting the teaching of history to become a true "people-centered" education.The full text is divided into five parts:The first part is an introduction, the main content in this part include:explain the correspondingconcepts, clear the cause of the topics,to study the meaning and value, the contents of the research status,research methods, and heavy and difficult and innovation.The second part, the four teaching methods commonly used in school history teaching at this stage arediscussed, and make a questionnaire survey about the Case Teaching Method in the teaching of history,then try to compare the Case Teaching Method of history and the traditional teaching methods,in order toclear the advantages and disadvantages of the Case Method to history and outlook of its applicationprospect.Third part is main about the selection and writing of teaching cases on history, on the one hand,the selection of history cases, it must be cleared with what characteristics can be called first beforechoosing a teaching case, which is suitable use cases, and then from astandards of good case, the learningsituation, the degree of difficulty of cases and other factors considered explains how to select theappropriate historical teaching cases.On the other hand the writing of the history teaching case,refer toothers write instances summed up the paradigm case preparation process, come to the case preparationrequired to follow procedures, standards and formats, and examples for the support.Part Ⅳ, the main discussion of the implementation of the Case Teaching Method in the teachingof history, from pre-class preparation, lesson implementation and after-school reflect on three aspects tomake a comprehensive inspection, and to explore the implementation method,also repositioned theteacher-student relationship, to make clear that without the effective interaction between teachers andstudents,the case teaching method cannot play its due role.The fifth part, to predict the problems that may arise in the implementation process of the CaseTeaching Method in the teaching of history, focus on how to create the conducive atmosphere to the casediscussion, how to complete the task of teaching through case, how to change the role of the teachers andstudents and create a new evaluation-reflection mechanism, and found the strategies and methods to solvethose problems.The sixth part is the conclusion, mainly about a certain level summary of the paper.