The Exploration Of History Teaching In Xinghe No.2 Middle School Under The Mode Of "Three Doubts And Three Explorations"

With the implementation of the new curriculum reform in 2001,quality education and the cultivation of innovative talents have increasingly become the focus of attention.The traditional teaching mode cannot meet the needs of students' all-round development.How to improve teaching quality and improve students' questioning and innovation ability has become the general trend."Three Doubts and Three Explorations" teaching mode appears under this background.The mode takes "problems" as the main line,and "doubts" and "explorations" almost run through the whole classroom,from the initial "questioning and self-exploration",to the "questioning and co-exploration" in the next link,to the "questioning and re-exploration" in the third link,and finally to the use of extension links,in which teachers and students constantly ask and answer questions in the classroom teaching to continuously promote the in-depth development of classroom teaching.Teachers and students explore due to doubts,stimulate students' innovative ability,guide students to cooperate and explore,through students' continuous display and evaluation,complete teaching tasks,and realize the change of teaching and learning methods in classroom interaction,thus realizing the leap of students' learning ability.Xinghe No.2 Middle School,under the leadership of the county education bureau,followed closely the situation of curriculum reform and adopted the teaching mode of "three doubts and three explorations" to explore history teaching.Practice has proved that this model is more in line with the actual situation of our school and has the necessity and feasibility of application.The implementation of the "three doubts and three explorations" mode of teaching can not only highlight the students' dominant position,pay attention to the setting and generation of problems,but also develop the spirit of group cooperation and exploration.However,there are still many problemsin the implementation process,such as insufficient preparation for students,insufficient understanding and ability of teachers,a broad-brush phenomenon in different classes,imperfect study groups,and lack of rational use of historical materials.In view of these problems,some countermeasures are put forward,such as appropriately increasing preview,improving teachers' professional quality and changing concepts,flexibly applying teaching mode according to class learning situation,perfecting and perfecting learning groups,collecting and analyzing historical materials,etc.On this basis,it is suggested that students' learning should not be limited to schools and classrooms,and evaluation of students should not be limited to grades,and evaluation of teachers should be diversified,so as to develop and perfect the application of "three doubts and three probes" model in junior high school history teaching.