Problem-driven Teaching Model Of History Teaching In Junior Middle School

Problem-based Teaching Model has been applied widely since 1960 s.Problem-driven is a new word in recent years. In the recent researches,Problem-driven is considered as same as Problem-based. What make Problem-driven teaching model so special ? The elements include how to drive problems, how to make driving effectively and how to realize objectives.According to the questionnaires of students in middle school and interviews of teachers, the author has made some analysis. Results show something unreasonable of Problem-driven Teaching Model in history teaching. In practice, there are some issues.This model lacks implementation, teachers ask questions at will, and questions are also too hard or too easy.The thesis based on the related theory, includes Constructivism, Discovery Learning, and Meaningful Learning. In view of problems found in the investigation,the thesis talks about how to design questions, how to ask questions,the strategies of driving and some tips when carrying out the model, and provides the basis for the development of the model. Preconceptions, situations and complexity of the questions,these sectors should be considered. Teachers should pay attention to their pronunciation and intonation, transform the pattern of how to ask questions and questions should be suggestive. Questions should be suitable for students, teachers should control the quality and quantity of questions and set situations. After solving the problems, teachers make timely evaluation for constructing efficient teaching classrooms.Development and innovation of Problem-driven Model of Teaching should depend on the real situation.