| the use of guiding case teaching in history teaching in junior middle schoolis appeared in recent years and gradually spread. In practice, because it takes thestudents as the center, to teach students to learn to lead and bring a lot of teaching onthe surprise, but at the same time, because it is at the start stage, the theory andpractice are still not perfect, so there are many unsatisfactory areas. To explore theeffectiveness of the teaching of junior middle school history teaching case, efficient,inefficient use of multi angle analysis guidance case teaching in junior historyteaching. In order to analysis of the effectiveness of teaching junior high schoolhistory teaching case comprehensively.This paper is divided into three parts, the first part mainly expounds the relatedconcepts involved in this paper, related concepts including the teaching case, theeffectiveness of classroom teaching concepts, concepts of effectiveness standard.These sources of relevant concepts mainly from some related books. Based on thepredecessors have been summarized and authoritative concept, according to which thevalidity analysis of the teaching case in the practice of teaching in the junior middleschool history.The second part is the main content of this paper, the focus will be on theteaching effectiveness of junior high school history teaching by case teaching. Whymust use the guiding case teaching in junior history teaching, suitable for use inguiding case teaching method of middle school history teaching? High performanceguidance case history teaching in junior middle school in what place, what are thereasons? Inefficient and in what place? And what are the reasons? And the specificteaching case to analysis effectiveness of guiding case teaching in junior historyteaching. The third part will study how to improve the effectiveness of teaching in historyteaching case, the junior high school history classroom more effective, more canpromote the growth of students. |
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