Study On Creating Teaching Historical Situation In The Secondary School

With the development of the society, people’s view on the education has changed a lot.The drawbacks and shortcomings of the traditional teaching mode is becoming increasinglyobvious. This is because it ignores the students’ inner self development, and the studentscultivated by the teaching mode could not meet the demand of the society. Nowadays, peopletend to have people-oriented education philosophy, and attach great importance to cultivatingthe personality of each student. The physical and mental development of students would bethe first thing in the teaching. Thus, people are eager to break the restrictions and fettersbound of the traditional teaching mode in order to explore a new teaching mode which canpromote students’ physical and mental development. In the history teaching process of thesecondary school, considering psychological age and cognitive characteristics of students andthe teaching goal which is to train inquiry ability, cooperation ability and innovation ability ofstudents. We shall create a full historical situation for students so that the teaching of historycould become vivid, interesting. Because of that, the teaching effect will be improved, and itcould also promote the teaching benefits between teachers and students. a so as to improve theteaching effect,. It is the content and the goal of my research.The so-called history situation teaching is a teaching approach that teachers intend tointroduce or create certain emotional and vivid scene in order to guide students to have certainattitude experience which will help to make students to have a better understanding of theteaching content, make students’ cognitive level, mental status, affection condition developwell. The difference between the situation teaching and traditional teaching is that the formerpay more attention to students’ emotional experience and involvement than the latter. Throughthe creation of context, arouse students’ emotional resonance, so as to attract students’ interestin history and improve their initiative.In the paper, many factors relating to history teaching will be discussed and analyzed,including the problems that came across in the classroom, modern education and psychologytheory, and the characteristics of the secondary school students and cognitive laws ofhistorical subject and so on. It shows that it is necessary for teachers to carry out the situationteaching in the history classroom of the secondary school. The creation of historical situationis mainly through the use of multimedia, story fiction, cosplay, language rendering andproblem inquiry etc. When the history situation is created, we should notice that it is effective for the teaching to create full appropriate historical context. On the contrary, the situationalteaching method may be a mere formality. Meanwhile, we should also notice that although thesituational teaching approach is important, we could not ignore the indirect experience is thesame important as the situational teaching for the accumulation of knowledge. The last pointthat we should pay attention to is that we should distinguish the chapters that are suitable forthe situational teaching method from others.In the history classroom of the secondary school, if teachers could create a full andappropriate historical situation, the students’ emotional resonance would be aroused, and thestudents would be present at the scene. Teachers and students form a vivid, active and creativeclassroom environment. At last, we hope that the history classroom is no longer a place thatstudents are tired of, but a desirable place.