The Practical Studies Of Using Situation Teaching Method In High School History Teaching

With the in-depth implementation of quality education in our country,the situation teaching method is more and more favored by many history teachers because of its unique teaching charm in the innovation reform of high school history teaching methods.The application of situational teaching in high school history teaching conforms to the requirements of the new curriculum standards and reflects the requirements of implementing teaching reforms.Although the majority of history teachers have given high recognition to the role of situational teaching and have made useful exploration of teaching methods,in the actual teaching process,there are still problems such as lack of effectiveness in setting historical problems,inappropriate content of situational selection,and experience that ignores emotional value.How to create an effective historical situation,so that more students feel the atmosphere of history,has been the subject of teaching researchers.To sum up,this article mainly adopts comparative method,investigation method,literature method and other research methods.Starting from the actual situation of high school history teaching,the school was selected as the research object,and a series of discussions were made on the situation teaching in the high school history classroom.The full text is divided into five parts:In the first part,the author expounds the background of the situation teaching of high school history,analyzes the current situation of the research on the situation teaching at home and abroad,and puts forward the significance and research methods of this research.The second part is the core concept and theoretical foundation of high school history situation teaching.This chapter mainly defines the concepts of high school history,situational teaching,and historical situational teaching.Taking constructivism theory,situational cognition theory,and multiple intelligence theory as the theoretical basis,the importance of high school history situational teaching is expounded.It will lay a solid theoretical foundation for the net situation teaching research.The third part of high school history situation teaching practice status quo.21 teachers were chosen as the research object.Through the questionnaire method,the author analyzed the status quo of cognition,teaching methods,and teaching effects of the situation teaching in high school,and put forward the problems such as insufficient attention to the situation teaching,lack of effectiveness in the setting of the situation,and inappropriate content of historical materials selection.This paper also analyzes the reasons for the teaching problems of high school history situation,and puts forward that the teaching method of high school history situation can improve classroom teaching efficiency through language expression situation,problem creation situation,role playing situation,historical data display situation,multimedia creation situation.The fourth part of the high school history situation teaching practice case.This section takes the New Culture Movement as a case study.Through the creation of problems,multimedia and other teaching situations,the case is analyzed from the background,representative figures,content,and influence of the initiative,and the reflection strategy of teaching is put forward.The teaching results of experimental and control classes were evaluated.The fifth part of conclusion.Summarize the teaching of high school history situation,and look forward to the teaching of high school history situation.