Research On The Application Of Multi-directional Interactive On Junior High School History Class

Multi-directional interactive teaching method formed in the of process of Basic Education Reform.It aims at improving students’ physical and mental development, and paying attention to the multidimensional and multilevel interactions in the classroom, which playing a positive role in deepening the curriculum reform.This article consists of four parts. The first part introduces the meaning and features of multi-directional interactive teaching method. It refers to the influence and effect produced in the interaction the main body and the main body,between subject and object in classroom teaching situation, which includes teacher-student interaction, students’ interaction, teachers and students-teaching material interaction, teachers and students-teaching environment interaction and teachers and students-teaching factors interaction and so on. The method has lots of characteristics, such as multiple interaction, autonomous participation, open innovation and democratic equality.The second part explains the necessity of implementing multi-directional interactive teaching method in junior history class. It respect students, focus on the emotional communication between teachers and students and cultivate students’ core qualities; I n addition, the implementation of the method meet the needs of society and junior high school students’ development, while contribute to students’ inheritance of historical culture.The third part probe the common issues of multi-directional interactive teaching method in junior history teaching and further analyze its causes. The current issues of history teaching in junior high school include students’ weak sense of interaction, interactive teaching content remains at knowledge level, ignore openness and so on. This paper argues that the main causes of these problems are: teacher absolute authority still exist and dominate, history teachers have deviation on the understanding and implementation of interactive teaching, vulnerable status of junior school history isn’t changed and so on.The fourth part is the application of multi-directional interactive teaching method in junior history teaching. To solve these problems above, the paper designs four manipulated aspects: located suspect, guided thinking; create context, guide interaction; discuss and eliminate doubts, participate in interaction; contact with society, cooperate in interaction. Conduct teaching practical activities in accordance with four manipulated aspects, finally put forward some suggestions, such as matching instructional design and actual situation of students, focus on classroom generativity.