"Digital Story" In Junior High School History Classroom Teaching Application Research

Under the background of information, how to use the effective classroom teaching method, has become the focus of attention of teachers. As the information technology teaching means, digital storytelling through the multimedia technology, integration of text, images, audio, animation and other large, and focused on the presentation, dynamic display of the content of the classroom, the intuitive and vivid expression of abstract knowledge.Based on this, this research aims at the characteristics and advantages of the digital story in the teaching application, combining the digital story with the history course of junior high school, to explore the application of the digital story in the middle school history classroom teaching link. Using literature research method, interview method, classroom observation method, action research method into the analysis of the application effect of digital storytelling in the classroom. Through interviews and classroom observation to master the practice of junior high school history teaching situation, analyzes the existing problems in the teaching of history teaching in junior middle school. For classroom teaching problems and the objectives of history curriculum in junior high school, the content, the teaching environment and students analysis, combined with the characteristics of digital storytelling, with "regime division and national convergence" unit as an example design digital story junior high school classroom teaching design based on, and implemented in the teaching practice.Through the research and practice show that improve students’ interest in learning history, class participation, and improve the students’learning attitude, deepen students’ understanding of abstract content of obvious effect. In the process of practice. Both the teachers and the students of teaching mode based on the digital story said that recognition, through discussion on digital story in junior high school history classroom teaching way of the application of, for other history teachers using digital storytelling teaching provides a useful reference. At the same time, the production of digital story also provides a new perspective for Multimedia Assisted Teaching.