Exploration And Practice Of History Teaching In Junior Middle School

Historical teaching is a big challenge to the traditional history teaching. The historycurriculum standards published in2011stresses that the core of history teaching is thechanging of learning mode of students and is concerned with the students’ learning process topay more attention to the cultivation of students’ ability, to strengthen the guidance of learningmethod in the process of teaching and to make students learn to study. Based on thesummary of the historical teaching research results and combined with the teaching practice,the article is to conduct a comprehensive inquiry of the usage of historical materialsand solutions to historical teaching problems in junior middle school.The full text is divided into five parts:The first part: preface. Firstly emphasized the importance of historical sources teaching;and then the research significance and the research current situation of domestic andoverseas are introduced, on the basis of the proposed method and the way of thinking.The second part: the present situation of junior middle school history teaching. Firstlythe concept and connotation of historical materials and the type of historical teaching andprinciple in detail. Then using the questionnaire form, the multi dimension analysis of thepresent situation of junior middle school history teaching, multi angle. One is the widelyrecognized the importance of historical sources teaching has been the teacher and thestudent, but in the daily teaching, teachers’ cause enough attention to historical teachingcurriculum resources; two is a serious lack of historical materials, single access have seriouslyaffected the development of historical teaching; The three is influenced by traditionaleducation ideas, plus in order to let students get high marks in the exam, today in historyclassroom teaching of teacher, students listen "spoon feeding" teaching mode is stillwidespread; four is the junior middle school history teachers lack of historical theory levelof accomplishment, no time to recharge, collecting and the use of historical materials ability islimited, restricted the development of historical teaching.The third part: the junior middle school history teaching mode method.First introducesthe exploration of the mode of historical teaching--historical study teaching method. Andthen to the unity of theory and practice, combined with historical data teaching specificteaching cases are described, the advantages of case, summarize the experience of. One is rich, diverse historical creating historical situation, in the context of leading students toactively explore, to acquire knowledge; the two is the historical data as an effectivetool, taking the question as the clue, inspire students thinking, the cultivation ofstudents’ various abilities; three is the operation forms, is to consolidate the knowledge inclass, is the extension of extracurricular knowledge, arouse the students’ desire to explore andstudy interest.The fourth part: the improvement of junior middle school history teaching strategies.Presents the strategies to solve the problems existing in the junior middle school historyteaching in the problem. One is to actively practice classroom education teaching idearenewal, adopt diverse ways of carrying out teaching; the two is to maximize the use of goodtextbooks in historical materials, supplementary extracurricular historical data should betargeted, selective; three is through a variety of ways of teaching, the teaching organizationform of colorful; four is to cultivate the students’ ability of reading materials the analysis ofhistorical materials, teaching methods to students.The fifth part: conclusion. Are widely accepted in the historical teaching, puts forwardhigher demands on teachers. Looking forward to the development of the historical datateaching.