Study On Using Historical Data In Quality History Class

With the introduction of the new curriculum standards,it has become the consensus of teachers to improve the effectiveness of classroom teaching through the use of historical materials in classroom teaching.This article takes Shanghai as the research object in the "one teacher,one class,one class,one teacher" platform in the "one teacher,one class,one teacher" platform,and tries to sum up the strategies used in the history teaching of middle school history teaching.By studying the existing historical works and literature,the author divides the historical materials used in the history education of middle school into four categories: text materials,picture materials,audio and video materials and physical materials.The use of historical materials in the middle school classroom can play a role in creating historical situations,forming historical concepts,acquiring historical methods,and establishing correct values.After analyzing the data of the 53 sections of Shanghai's quality class,the author has obtained the following conclusions: the excellent historical materials used by the teachers are diverse,the historical materials of the selected materials are of high historical value,and the choice of historical materials is limited by the content of the course.When using the historical materials of the picture,the teachers can cultivate the students' space concept through the map historical materials,reproduce the historical situation with the photo historical materials,and optimize the availability of historical materials through the self-made forms.The audio materials used in the classroom are small,mainly to infect students' emotions."Quality class" teachers use historical materials in different stages of introduction,new lessons,class summary and assignments to enhance the effectiveness of classroom teaching.Finally,on the basis of the above research,the strategy of using the historical materials of "quality class" teachers is refined: Selecting historical materials based on curriculum standards;designing teaching with the aim of achieving teaching objectives;optimizing students' historical materials for the purpose of interpreting historical materials;applying historical materials for the purpose of cultivating historical core literacy;designing after-school activities for the purpose of strengthening historical materials and detoxification capabilities operation.The author believes that teachers should select historical materials based on curriculum standards;design historical materials for the purpose of achieving teaching goals;use historical materials for the purpose of cultivating historical core literacy;explain homework assignments for the purpose of consolidating historical materials.In addition,teachers can enhance students' ability to interpret and collect historical materials by designing the objectives of historical materials and carrying out historical activities.