Research On Situational Teaching Method In Middle School History Teaching

At present, with the deepening of the new curriculum reform, situational teachingmethod by more and more teachers. Situational teaching method to students’ emotionto the bridge or the link, through the creation of virtual or real suitable situation tocarry on the teaching method of. This paper mainly from the following aspectsdiscusses the specialized middle school history teaching in the use of the situationalteaching method problem.First of all, this article from the context, situational teaching and middle schoolhistory situation teaching method and other related concepts, explore the middleschool history teaching in the use of the situational teaching significance. Points outthe situation teaching can stimulate students’ interest in learning history, arouse thedesire to learn; to improve students’ ability of autonomous learning, make thestudents’ main role to play; to improve students’ thinking ability; training andimproving students’ innovation ability; can help the students to construct knowledgeactively, and improve students’ knowledge transfer and application ability, moreconducive to the students’ emotion, values formation and experience spiritual growth.Secondly, the use of situational teaching method from the theory point of view,such as the Marx person study enlightenment, education quality theory,constructivism theory, theory of transfer, analysis of the middle school historyteaching in the use of situational teaching method in probability.Once again, from the current history teaching, some problems existing instudents’ psychological characteristics, the basic requirements of curriculum reform towait for different point of view, analysis of history teaching in secondary schools inthe use of situational teaching method necessity.Finally, on the basis of theoretical research, the author combines the historyclassroom teaching practice, discusses the situational teaching method in historyteaching in middle school, applying the method way of running the program, caseanalysis. At the same time, the author also of situated learning theory and classroomteaching practice for immediate reflection.