The Exploration Of The Validity Of The Speaking Lesson Of History Teachers In Middle School

This paper,based on the "The exploration of the validity of the speaking lesson of history teachers in middle school",first analyzes the background and significance of the topic,and explains the necessity of the exploration of the validity of the speaking lesson of history teachers in middle school.After analyzing the present situation of the study,this paper puts forward the research methods adopted by the subject:literature research,questionnaire,practice induction and case analysis.This topic outlines the theory of the speaking lesson of history teachers in middle school.First,on the basis of literature review,we define the concepts of the speaking lesson,the speaking lesson of history teachers in middle school and the validity of the speaking lesson of history teachers in middle school.The speaking lesson is a teacher or a "quasi teacher"(students of a normal college),guided by the new curriculum concept and related scientific theory,through a certain time of preparation,in a relatively short time(10-15 minutes)with oral language and related auxiliary assistants,to peer,leadership,or teaching research.The personnel elaborated the teaching design or gain and loss of the history discipline curriculum or topic,and discussed with the listening and speaking class to optimize the teaching research activity of instructional design.The speaking lesson of history teachers is characterized by its discipline characteristics,reflecting the disciplinary nature,connotation,quality,methods and value of discipline.Marx’s philosophy,pedagogy,psychology and "three theories" are the main theoretical foundations of history teacher’s lecture.History teachers should follow the principles of science,theory and practice and the principle of historical professionalism.Speaking lessons can be divided into different categories according to the starting point of lectures and the time relationship with class.History teachers should generally talk about curriculum standards,teaching materials,learning conditions,teaching objectives,teaching methods,teaching process and reflection.Speaking from the main body of the lecture,the effective elements of lecture include two aspects:the content of lecture and the form of lecture.The form of lecture includes multimedia aided form and language auxiliary form.These factors decide whether the history teacher is able to give lessons.According to the elements of the speaking lesson of history,we designed questionnaire to investigate the practice of middle school history teachers,and analyzed the effectiveness of speaking lessons.On this basis,the problems in the teaching of history teachers in middle school are summed up:the connotation and related theories of history lecture are not clear,the historical curriculum standards are not attached,the analysis of the teaching materials is not accurate,the analysis of the learning situation is not clear,the design of teaching objectives is not reasonable,the selection of teaching methods is not clear,and the design of the teaching process is not compatible.It is inappropriate to reflect on the concept of lecture and lecture.The main reasons for these problems are the lack of theoretical knowledge of the middle school history teachers and the lack of professional attainment,the lack of the depth of the new curriculum reform and the lack of the speaking lesson of history teachers in middle school.On the basis of theoretical analysis and questionnaire survey,this paper discusses the measures to improve the effectiveness of the history teachers of speaking lessons from two aspects:first,the education authorities and middle school schools should actively promote the development of new curriculum reform and the speaking lesson of history teachers in middle school,and the two is that middle school history teachers should strengthen the theory and practice of speaking lessons.