The Application Of Situational Teaching In Junior Middle School History Teaching

Situational teaching is one of the most popular teaching methods in middle school because it conforms to the psychological characteristics and cognitive level of junior high school students.Middle school history course,because of its rich situation teaching resources,more appropriate to carry out the situation teaching practice.Based on the author's school grade eight(on)"Chinese history" teaching practice,for example,five kinds of teaching situation,situational teaching,aims to provide high school history teaching personalized teaching reference and suggestion.In addition to the introduction and conclusion,the text is divided into three parts.Chapter one: introduction.Firstly,this paper introduces the background and research significance of the topic,then puts forward the research ideas and research methods of this paper on the basis of the theory of situation teaching and the results of teaching practice.Chapter two: the theory of situational teaching and the method of creating historical situation.Firstly,the related concepts are defined in this paper.Secondly,based on the analysis of the current situation creation method commonly used in the history teaching of middle schools,the five situation creation methods selected in this paper are determined.Finally,the paper discusses the necessity of developing situational teaching in middle school history class from the new requirements of "new curriculum standards",the characteristics of historical disciplines and the cognition level of junior high school students.Chapter three: the practice of situational teaching in middle school history classroom.Based on the author's school grade eight(on)the teaching practice of the "Chinese history" as an example,according to the teaching process,respectively,using multimedia,languages,problems,and role playing five teaching situation,historical data is applied to the term "Chinese history" classroom teaching process.Chapter four: teaching Suggestions.Respectively for the use of multimedia establishment situation,the use of language,utilization of establishment situation,using the historical data by establishing establishment situation and the use of role play to the advantages and disadvantages in teaching by establishing,teaching Suggestions are put forward.Chapter five: conclusion.The author summarizes the problems existing in the context teaching,and provides specific and fresh teaching Suggestions for the better application of situational teaching methods in the history classroom teaching of junior middle schools.As an example,it is suggested that classroom teaching in junior middle school should choose the best teaching method,teaching method and teaching method according to the teaching objective and content,so as to receive the best teaching effect.