A Study On Teaching Transition In History Teaching In Junior Middle School

The problem of teaching transition in junior middle school history teaching is found by individuals in the process of trial teaching and educational practice.There are some problems in the teaching process,such as the connection of knowledge "points" is not close,and the teaching process is not smooth.At present,in the compulsory education history curriculum standard(2011 Edition),the idea of "point line" combination of curriculum design and the presentation of junior high school history textbooks compiled by the Ministry have left a lot of room for teachers to play in teaching,but also put forward a greater challenge to teachers' personal skills.First of all,this paper will use the method of text analysis to explore whether teachers consciously design the transition link in the teaching design,and make a preliminary analysis of the teacher's teaching plan;second,use the method of classroom observation,combined with the teaching plan of this lesson,make a detailed analysis of the reasons,methods and students' responses to the transition of classroom teaching;finally,with the help of questionnaire,This paper takes students as the starting point to analyze the important influence of teaching transition on classroom teaching,and then combined with teachers' interviews,to understand teachers' cognition of teaching transition.Through the classroom investigation,we can find out the problems in the process of teaching transition and analyze the main reasons;summarize the basic principles,methods and skills that should be abided by in junior middle school history teaching transition.And closely rely on the new junior high school history textbooks,using specific cases,from the teaching stage,teaching stage,promotion stage three aspects,to fully present the use of teaching transition in junior high school history teaching.Fully grasp the teaching transition skills,so that the teaching can truly smoothly connect the historical knowledge,and stimulate students' interest in learning,so as to improve the learning efficiency.The logicality of history requires teachers to connect events logically and coherently into basic clues of history,so that students can understand the basic laws of historical development.With the deepening of teaching refinement,higher requirements are put forward for teachers' ability to deal with teaching materials.In the face of the requirements of new curriculum,the use of new teaching materials,and the proposal of the core literacy of history discipline,teachers should strengthen the teaching research ability,do a good job in the connection and transition ofeach part of the teaching materials,and implement the core literacy of history discipline in the teaching transition.