A Study On The Application Of Situational Teaching Method In The New Curriculum Of High School History

The History Curriculum Standard for Ordinary High School(2017 edition)issued at the beginning of 2018 clearly stipulates that history subject should cultivate students' five core qualities: historical materialism,time-space concept,historical material demonstration,historical interpretation and national feelings.Under the advocacy of the new curriculum reform to cultivate students' core accomplishment,history teaching through creating a historical situation has been welcomed by many first-line history teachers.Since imagery thinking in the high school stage still plays an important role in the process of students' thinking,it is of great significance to cultivate students' core competences of history subject by creating a visual historical context.The main body of this paper is divided into six parts:The first part is the introduction,which mainly introduces the background and significance of the topic,the research status,the research methods used,the innovation and deficiency of the research.The second part defines the related concepts of situational teaching,analyzes the core competences of the five historical disciplines in the new curriculum of high school history,and briefly expounds the relationship between situational teaching method and the new curriculum standard of high school history.The third part through the high school history teacher of Shihezi A middle school carries on the questionnaire investigation and the interview,understands the high school history new curriculum standard under the situation teaching method present situation and the existence question.The causes of the problem are analyzed and some suggestions are put forward.There are some problems in the application of the situational teaching method of the new curriculum standard of history in senior high school,such as the situational materials are scarce and the quality is difficult to guarantee;the improper use of virtual and artistic situations;the indiscriminate setting of situations and the creation of situations from the new curriculum standard of high school history.Through investigation and analysis,the author thinks that the reasons for these problems are as follows: it is difficult to screen,discriminate and integrate situational materials;the use of situational teaching methods for history teachers is not professional and skilled;Teachers' understanding of the new history curriculum standards in senior high school is not thorough enough;the professional qualities of history teachers need to be improved.The fourth part tries to put forward some suggestions on the improvement of situational teaching method under the new curriculum standard,which mainly includes : setting up situational material bank for the new curriculum standard of high school history,improving the teaching ability of high school history teachers,and strengthening the historical literacy of high school history teachers.The fifth part studies and discusses the concrete strategy of using situational teaching method under the new curriculum standard,which mainly studies how to create problem situation,historical material situation,language situation in history classroom of senior high school,and how to create problem situation,historical material situation,language situation,and so on.Film and television situation and life situation to implement the high school history new curriculum standards to cultivate students' core literacy of history requirements.The sixth part takes the break-through link of the lesson “Opium War” as an example,taking the situational teaching method as the main method,teaching design and implementation with the teaching method and the independent inquiry as the auxiliary,that is,mainly through the creation of the problem situation.Pictures,historical materials and language context are used to implement the five core qualities in the new curriculum standard of history in senior high school.Finally,the design is reconsidered.