Application Research Of Digital Storytelling In History Curriculum In Junior Middle School

Since the 21 st century, with the rapid development of information technology, network technology and the widespread application, makes the traditional learning concept, learning style, education mode by the unprecedented impact and challenges. At the same time, it also provides the change the way of teaching and the development of a new platform. Applying information technology to the classroom teaching, and formed a series of technical means of teaching. Digital story as one kind of teaching method, both at home and abroad a wide range of applications.This article is mainly to digital story combined with the history teaching on the eighth grade. Eighth grade last semester history emotional attitude and values in the overall goal of teaching goals is to make students to understand modern China’s national conditions, gradually understand the excellent cultural tradition of the Chinese nation, the identity of the final formation of the culture and history of the country. Cultivate the students’ patriotic feeling, and gradually establish the socialist modernization construction of the motherland, make contribution to the peaceful development of human life ideal. The traditional history teaching is dull and monotonous, only teachers explain blindly, the content of the textbook is also has some limitations. Students are not able to fully understand and will not be able to deeply realize the historical environment and historical background at that time. Digital story into eighth grade last semester history classroom teaching, through the form of a story presents histories, make classroom atmosphere active, the enthusiasm of the students study history gradually promoted, let the student acquire knowledge while watching story, and stimulate students’ learning enthusiasm, and then let the students set up the correct outlook on life and values, cultivate the students’ patriotic feelings. And thus better able to combine digital story and history classroom teaching, promote the development of digital story and history.In this article, the author mainly adopts the literature research, questionnaire, interview method and action research method for digital story in the junior middle school history teaching is researched. First expounded the concept of digital story and the development of the digital story at home and abroad and the application status. Then explain the method of making the digital story and production process. Second story with Power Point made history related number, for example, further elaborated the digital story in junior middle school history teaching the feasibility of the application, and the application of the digital story of making eighth grade last semester to Chongqing Wu long middle school history classroom teaching. Finally, the digital story in summary and analysis on the effect of class teaching. And to reflect on the shortcomings of them.In order to verify the application of digital stories in the history classroom teaching effect, this paper after the class to participate in the practice of student and teacher has carried on the questionnaire and interview. Results show that will be applied to the digital story history classroom teaching, improve the students’ learning efficiency and stimulate the students’ interest in learning, and the historical development of classroom teaching and research of digital story has played a certain role in promoting. But due to the limitation of teaching environment, only one class of Wu long middle school investigation and study, the digital story for history classroom teaching effect how, how much for students to learn history help, needs further research and validation.