The Application Of Story In History Teaching Of Junior Middle School

Story teaching,vivid image,not only accords with the knowledge base and psychological characteristics of junior high school students,but also can bring the distant and unfamiliar historical knowledge into classroom teaching.This article takes the People's Education Edition “Chinese History”(above)as an example to select fairy tales,historical stories,and folk tales.It is specifically used in the history teaching practice activities of the seventh grade books to explore the teaching methods of stories in junior middle school history teaching.In addition to the introduction and conclusion,the text is divided into four parts.The first chapter is introduction.This paper mainly introduces the background,the object and the significance of the topic,and defines the core concepts.On the basis of combing the relevant theoretical research and teaching practice at home and abroad,the research ideas and methods are determined.The second chapter is the application of myth story in the teaching of "Prehistoric period" in Chinese history.The introduction of " Nu Wa created man"," Shen Nong tasted hundreds of grasses" for the first course "the representative of the early Chinese human being Beijing people" and "the second lesson" the new course of "primitive farming life",The teaching process of Lesson 3 “Ancient Legends” is interspersed with the “The battle between Yan Huang and Chi You” and “King Yu combating the flood”,In order to improve the effect of classroom teaching.The third chapter is about the use of historical stories in the teaching of "Xia Shang Zhou period" in Chinese history.Taking the story of " Yu delimit Kyushu" as the introduction of the new lesson of "generation and development of early countries" in lesson 4,With the descriptions of "Wine Pool Meat Forest","The Battle of Makino" and "The Warriors of the Fire Opera",help the students understand the content of the 7th lesson "The Turbulent Spring and Autumn Period",the story of "Jing Ke stabbed the king of Qin" is used to analyze the complicated social scenes of "seven males vying for hegemony".The fourth chapter is the use of folk stories in the teaching of Qin,Han,Wei,Jin and southern and Northern Dynasties in Chinese history.Taking the story of "Meng Jiangnucried at the Great Wall" as the ninth lesson,the introduction of the new lesson of "Qin unified China";Through telling the story of the origin of the "Dragon Boat Festival" to deepen the students 'understanding of the process of Qin's destruction of the six countries;Through the story "the peacock flies southeast" tells lesson 13 "rise and fall of the eastern han dynasty" in the people's struggle for the feudal ethical code;Using the story of " Hua Tuo studying" to tell the story of the famous doctor in the 15 th "Science and Technology and Culture of the Two Hans";The story of “Wang Xizhi eat ink” tells the process of calligraphy practice in lesson 20,"technology and culture of the wei,jin,southern and northern dynasties".The fifth chapter is about the principles,ways and effectiveness of story application in junior high school history teaching.The principles of the use of stories include diversity,effectiveness,and goal.The way of story use is class narration,video selection,student performance and physical visit,as well as the selection of appropriate timing,combination of various teaching methods,students' participation in improving enthusiasm,teachers' and teaching research staff carefully selecting story books.Ways to improve the effectiveness of the use of the story.The conclusion part.The selection of story types in the history teaching of junior middle school is based on the teaching content,and the teaching content in the same period can also choose different kinds of stories.The story teaching is the same as any other teaching method,so improving the teaching effect is its ultimate goal.