Research On The Teaching Of Economic History From The Perspective Of The Junior Middle School History Textbook

Since the beginning of the new century,the implementation of the junior middle school history textbooks edited by the Ministry has put forward new requirements for the current junior middle school history teaching.On the basis of the inherent difficulties in teaching economic history,new textbooks have changed significantly from traditional history textbooks.The changes in the layout of these textbooks have put forward higher requirements for the economic history teaching in the junior middle school history class,and teachers have actually felt the difficulty of economic history teaching in the specific teaching practice,facing the difficulty of preparing lessons,difficulty in teaching,and poor teaching effects.Many difficulties.Therefore,the teaching of economic history has become an urgent problem to be solved in the history teaching of junior middle school.This article is based on the junior middle school history textbook edited by the Ministry,based on the new curriculum standards,and combined with the actual teaching activities of economic history in junior middle schools,to explore strategies for improving economic history teaching activities in junior middle school history classrooms,with a view to closely following the opportunity of teaching reform and promoting the solution of today's junior middle schools Economic history is difficult to teach and difficult to learn.The full text contains five parts.Among them,the introduction discusses the four aspects of the origin and significance of the topic,research status,research methods and innovations.The first chapter focuses on the history curriculum standards,and discusses the requirements for the teaching of economic history content in the "Compulsory Education History Curriculum Standards(2011Edition)",and on the basis of sorting out the economic history content in the textbooks,explains the new changes in the new textbooks.New challenges brought by history teaching in junior middle school.The second chapter is based on the economic history teaching in the history teaching of junior high school in Zhuzhou Tiyu Road Middle School.Through full investigation and research on both students and teachers,on the basis of reliable questionnaire data,the current problems in economic history teaching are analyzed.It is concluded that the junior middle school history education has not received the attention it deserves,and the students have little interest in learning;the economic history knowledge in the textbooks is scattered and difficult to form a system;the teacher 's research on the curriculum standards and textbooks is not deep enough;the teacher 's economic history teaching method is single,Unable to meet the needs of teaching and students;teachers pay more attention to the imparting of economic history knowledge,and the development of thinking ability.The third chapter combines the students ' interest in learning economic history in the questionnaire survey,the students' failure to develop good study habits,too many knowledge points to learn,and the economic history class not meeting the needs of students.Two aspects put forward the attention to the chronological nature of history;construct a hierarchical framework of knowledge of economic history;play the role of text auxiliary system;use curriculum standards to lead theteaching of economic history;use text and picture resources to promote the teaching of economic history;use historical materials to guide the teaching of economic history;Use teaching methods to promote economic history teaching and other strategies.The fourth chapter takes the specific example of "Song Dynasty's Economic Development" as the teaching design,examines the application of economic history teaching strategy principles in actual teaching,and further perfects the implementation of economic history teaching through teaching reflection.