The Use Of Research And Discussion Teaching In Middle School History Teaching

In promoting quality education today, some traditional teaching methods have not adaptedto the need of modern teaching, a new round of basic education curriculum reform requiresstudents to change learning style, advocating students’ active learning, in the diversified andopen learning environment, give full play to the students’ subjectivity, positivity andparticipatory, cultivate the ability to explore historical problems and the scientific attitude ofseeking truth from facts, improve the innovation consciousness and practice ability. Historyteachers change their teaching methods, flexible by using diverse teaching means and methods,for students’ autonomous learning to create the necessary premise.The author thinks that "discussion-based teaching method" as a kind of take the student asthe main body, teacher as the organizer of teaching methods, accord with the requirement ofelementary education reform, to adapt to the development direction of modern education,deserves attention and promotion. The author found that although discussion-based teachingmethod has been mentioned in many works, and also have special work, in the interdisciplinaryteaching activity has also made certain to adopt. But due to time consuming, discussion in theteaching process can not get the real use or not use often. When individual thrust deep into thediscussion, mostly discuss in a moment, or the team discuss, time is short, in-depth discussionis not enough, it is difficult to play the role of "discussion".This article, the author uses condition of discussion-based teaching method in middleschool history class is deeply analyzed, especially in classroom teaching practice, made aprofound experience. Besides the introduction and conclusion, this paper points five parts:The first chapter is the overview of discussion-based teaching method. Includingdiscussion-based teaching connotation, main characteristics, basic mode and implementationprinciple of four aspects.The second chapter, discussion-based teaching method in the implementation of thetheoretical basis of middle school history teaching. Including learning motivation theory,constructivism learning theory, discovery learning theory, subject education theory from fouraspects. The third chapter, the meaning of implementation of discussion-based teaching method inmiddle school history teaching. Mainly from, to improve students’ interest in learning history;Is conducive to learning play a main role; To cultivate students’ cooperation consciousness; Toimprove teachers’ comprehensive ability; To build the equal relationship between teachers andstudents and so on five aspects.The fourth chapter, the paper introduces the concrete application of discussion-basedteaching method in middle school history teaching, mainly from the discussion stage, stage ofdiscussions, three aspects discussed the end of the discussion.The fifth chapter is the author designed a teaching case. Finally combining the above partmade a simple summary.