The Application Of Situational Teaching Method In Middle School History Classroom Teaching

In modern times, with the development of education curriculum reform, many curriculum theory expert stressed the importance of real life and social practice, emphasize the students' study should be based on real life experience of sensitivity, specificity, cooperative, and situational characteristics. As a result, these concepts with the traditional campus of individualized learning and abstract form the larger conflict. The birth of the situational teaching method to solve this problem provides a prerequisite. Situational teaching method using the secondary school history classroom, injected new vitality into the secondary school classroom, will bring high school history teaching is not the same. In secondary school history classroom teaching, through the use of situational teaching method can deepen the understanding of concept of history; At the same time, through the use of situational teaching method, will eventually reach the purpose of develop the students' ability of historical thinking; In addition, the use of situational teaching method also can strengthen the emotion education, cultivating middle school students' positive and healthy emotion, improve the effect of history study. From the situation of curriculum research and development of the education reform background, the characteristics of middle school students' history learning, the problems existing in the teaching history itself three aspects to consider, the author established the topic of this paper. At the same time, the author for the situational teaching method in middle school history classroom teaching, the necessity of using the emphasis in this paper.In this paper, remove the introduction and conclusion, is divided into five parts. The content of each part roughly as follows:The first chapter, the use of situational teaching method in middle school history classroom teaching theories. A combination of theoretical results, the paper analyzes the use of situational teaching method in middle school history classroom teaching theories. Mainly according to the national famous special-class teacher Li Jilin scene teaching ideas put forward.The second chapter, use of situational teaching method in middle school history classroom teaching. Discusses the use of situational teaching method in middle school history classroom teaching. This part mainly from can deepen students' understanding of the concepts of history; Can cultivate the students' history thinking ability; Can strengthen the students' emotional education in three aspects.The third chapter, using situational teaching method in middle school history classroom teaching principles. Proposes the situational teaching method in middle school history teach in the use of a few fundamental principles. This part mainly from the authenticity principle, the principle of finiteness, the principle of generative three aspects.The fourth chapter, use of situational teaching method in middle school history classroom teaching strategies. Discusses the use of situational teaching method in middle school history classroom teaching of basic strategy. This part mainly from the relationship with old and new knowledge to create history teaching situation; By using the \ "background\" creating history learning situations; By the help of historical activities create teaching situation in three aspects.The fifth chapter, the use of situational teaching method in middle school history classroom teaching. Seriously analyzed the situational teaching method in middle school history teaching the use of several problems that should be paid attention to in the process. This part mainly from the historical context of set teaching based on important or difficult; Historical context Settings based on students' real life experience; History teachers should pay close attention to students' understanding of the historical situation and so on three aspects.