Research On The Teaching Strategy Of History Wisdom Class In Middle School

With the rapid development of information technology and social media,humans have entered the era of intelligence.While the Internet of Things,big data,artificial intelligence and other technologies have profoundly affected and changed our daily lives,they have also changed the concept of middle school education,teaching models,and teacher-student relationships.At present,middle school classrooms are at an important point in the transition from traditional classrooms to information-based classrooms,and "smart classrooms" have emerged as the times require.The use of informatization conditions in smart classrooms can provide more flexible and diverse support for classroom teaching,and has gradually become a new direction for the development of education informatization in China.In the history teaching of middle schools,the classroom is the main position for teachers to carry out teaching activities.Only by grasping the core area of the classroom,history teachers can become the masters of information technology,realize the integration of technology and the classroom,and then truly promote the development of history teaching.Only if history teachers meet the challenges,seize the opportunities,carry out research,exploration,practice,and actively improve teaching strategies,can they meet the new requirements of educational informationization.This article will combine middle school history teaching practice and specific case design to discuss issues related to middle school history wisdom classroom teaching strategies.In addition to the introduction and conclusion,this article is divided into five chapters.Among them,the second to fourth chapters are the key part of this article,and discuss the specific teaching strategies of history and wisdom classroom in middle school from the perspectives of lesson preparation,teaching and evaluation.The first chapter is an overview of the history wisdom classroom in middle schools.It mainly includes the concept,characteristics and technical support of the history and wisdom classroom in middle schools.The second chapter is the lesson preparation strategy for the history wisdom classroom in middle school.It mainly conducts academic analysis from science to comprehensively understand the situation of students;formulates differentiated teaching goals and encourages personalized learning;and uses excellent teaching resources to design and produce "history micro-lessons".The third chapter is the teaching strategy of history wisdom classroom in middle school.Including the creation of historical situation;use of problem-oriented;focus on relying on historical data;carry out gamification learning and other four aspects.The fourth chapter is the evaluation strategy of history wisdom classroom in middle school.It mainly expounds from two dimensions of focusing on evaluation method and restructuring evaluation system.The fifth chapter is the teaching design and analysis of history wisdom classroom in middle school.Take the 17 th edition of the eighth grade book "The Long March of the Chinese Workers and Peasants" edited by the Ministry as an example,specifically explain the teaching strategies in the historical wisdom classroom model,and analyze the three links of the teaching design before,during and after the class.