Research On History Teaching Design Of Education Master Middle School

The direct orientation of Master of Education is the front-line teacher of the state.Therefore,in the process of two-year full-time systematic learning,it is very important to train a high-level teacher's basic qualities for the Master of Education.Among them,the ability to write a complete history teaching design with operability is an important manifestation.As a member of the Master of Education,through his own personal experience and investigation interviews,the author found out that there are mainly three aspects when the Master of Education wrote the design of history teaching.First,the lack of historical details.This is a common phenomenon in the Master of Education.Whether the design of the difficult points or the transition between the plate and the plate,there are no rich historical details to support it.Second,the analysis of "primary school" is not in place.The learning situation is divided into "university situation" and "primary school situation".In general,"university situation" is easy to analyze,but for the grasp of "primary school situation",many Master of Education can not be accurately grasped in place.Third,the use of multimedia is not adept.This is mainly manifested in three aspects: the number of words presented on the PPT is excessive;the selection of the PPT template and the content of the teaching do not fit together;the content presented on the PPT is extra and messy.In the course of designing history teaching,the problems of Master of Education can be found in the following aspects.First,historical knowledge is weak.This is mainly reflected in the unfamiliarity of the 6 textbooks in the history of the Master of Education,the lack of Historical Monographs and the latest developments in historical research.Second,the teaching experience is insufficient.For full-time Master of education,most students,whether direct teaching experience or indirect teaching experience,are relatively missing.Third,ignore the use of multimedia.This is mainly manifested in four aspects: the importance of multimedia is not recognized subjectively;the attitude towards multimedia is not good enough;the opportunity for exercise is lacking;the school has not arranged related systematic training.Based on the problems in the history teaching design of Master of Education,the author analyzes the reasons and explores the solutions.First of all: to compensate for the weak historical knowledge of the Master of Education through various channels.The Master of Education must make full use of the study time of two years of education to make up for the weakness of his own historical knowledge,and in particular,we should fully know the relevant historical knowledge in the history of six middle school history textbooks.In addition,schools should arrange systematic courses related to historical knowledge in curriculum arrangement.Second,master of education should acquire relevant teaching experience through various channels.First of all,the Master of Education should grasp the practice work of the two grade graduate students in the last semester,do a good job in the relevant plans,communicate with the tutors and students,and learn and think more.In addition,the Master of Education needs to make full use of Internet resources to watch high-quality teaching cases through the Internet and accumulate relevant teaching experience.Third,improve the operating capabilities of multimedia through various aspects.The Master of Education should fully recognize the importance of the use of multimedia in in the design of teaching,take a correct attitude towards multimedia,and fully grasp the opportunities for multimedia operations each time.In addition,schools also need to arrange related multimedia training courses so that the Master of Education have the opportunity to study systematically.