Research On The Present Situation And Countermeasures Of The Junior Middle School History Teaching

Along with the new curriculum reform, middle school history is no longer a simple memory in time, discipline, has become a new course for the students’ active participation, active exploration. Because history is a subject of the past, there is no way to reproduce the historical data through experiments, thus become the only link link students with the history of historical teaching came into being. At present, experts and scholars on the historical teaching, historical importance of teaching strategies are more concerned about the research status and the implementation of specific historical teaching is relatively less, and mainly focus on high school. Therefore this paper takes Yanji city junior high school history teaching as the research object, understand the current level of junior middle school history teaching, provide a reference for the follow-up study.In this paper, through the questionnaire, the 48 Yanji city junior middle school history teachers and 300 junior high school students as the research object, understand the present situation of junior middle school history teaching, and combining the methods of classroom observation, interviews, further analysis of the problems and causes of middle school historical teaching. Finally, aiming at the existing problems and causes and puts forward corresponding countermeasures.Through the survey found that the current junior high school history teaching overall level is low, the specific problems are as follows:First, understanding of the historical data in the general level, the basic knowledge of vague concept and the nature, the lack of evidence of consciousness and the spirit of the question;Second, collection of historical data level is relatively high, but there are still collecting single way, network collection methods are not scientific problems;Third, the selection of historical materials is poor, there is lack of pertinence, ignoring the influence of subjective factors on the authenticity of historical data;Fourth, the level of historical use of the general, the existence of "examination oriented" for the purpose, the traditional infusion based, the lack of extra-curricular activities, students in the form of a single and other issues;Fifth, Korean and Han school of historical sources teaching overall level differences, compared to the Korean history and Chinese historical materials, the relative shortage.Based on the problems existing in the teaching of junior high school history, the paper puts forward the countermeasures as follows:First, the historical understanding, clear relationship between "historical" and "conclusion", focusing on the history and theory; clear the nature of historical culture, the history of the spirit of the question;Second, historical data collection, fully develop the local historical resources, broaden the historical data collection way; to collect historical data on the Internet should be used with caution in search engine, pay attention to its source;Third, the selection of historical materials, combined with the teaching objectives, teaching difficulties, such as the selection of historical data; analysis of historical data of the subjective factors, to improve the awareness of historical data;Fourth, using historical data, rich historical teaching, improve the students’autonomous participation; adjust the form of extra-curricular activities, to improve operability;Fifth, according to the differences between Korean and Han school of the school, the establishment of Korean historical resources, improve the shortage of Korean historical school.