The Application Of Historical Materials In Middle School History Teaching

With a new round of curriculum reform, a variety of teaching models and teaching methodsabound. For the purposes of this discipline school history, combined with its subject characteristics,teaching and examination of the actual questions, historical pedagogy is undoubtedly the most appropriatemethod. Teachers and students in teaching activities through joint exploration of historical and enrich theclassroom capacity, and efficient completion of the task of teaching; simultaneously stimulate studentinterest in learning, students are virtually trained analysis, understanding, generalization capability,thereby improving the student’s academic accomplishment. Based on this, the increasing attention tohistorical teaching high school history teaching profession and related scholars, Professor Li ZhiyongShanghai Normal University has asserted:." We can say that teaching has become historical trends of the21st century, the teaching of history," but as part of school history teaching by the lack of historical data onteaching understanding, there are still many deficiencies in their daily teaching practice.In this paper, the concept of the new curriculum reform in education as a guide, the author’steaching practice, for historical teaching high school history the problems, mainly on the following aspects:First, in the introduction, describes the topic reason that the author teaching practice to realize thefeasibility of historical teaching, research historical overview of the teaching at home and abroad, to learnthe essence of the theory and valuable experience, presented his research methods and ideas; Secondly,historical and historical literature on teaching and other related concepts are defined and combined with thecurrent requirements of the new curriculum reform, the status of the college entrance examination reformand changes in the way students learn, and promote the comprehensive development of students’ point ofview expounded the necessity of historical teaching; Again, the author of history teaching throughclassroom observation, teacher and peer exchange, discussion and mutual observation and evaluation ofteaching case studies and reflections on the current status of teaching in school history historical data wereanalyzed, clearly worthy of its existence explore and reflect on specific issues: the use of historical data aspart of teacher education is too generalized, historical aside a pile of textbooks blind, excessive pursuit ofhistorical forms of teaching, or do not add in the historical review of selected references when not indicatethe source, resulting in lack of historical authenticity, historical re-use or neglect in the curriculum standards, ignoring the actual situation of the students, the lack of applicability; Finally, to address theproblem, the corresponding workable suggestions and strategies, along with excellent example of historicalteaching to learn: teachers in lesson planning to make full use of historical materials, because class teaching,create a database; maximize the use of primary sources when selecting historical data, focusing on thehistorical review, reinforce the rigor of historical data; historical use when you have to meet the curriculumstandards, in line with students’ cognitive characteristics, choose the right time to show in the classroom, inorder to efficiently complete the task of teaching．...