Application Research Of Virtual Characters In Middle School History Teaching

It has always been a common concern of historical teachers both at home and abroad how to teach those who are theoretically strong,boring and difficult to understand and how to effectively teach in the classroom.With the deepening of the new curriculum reform in our country,the new teaching theories,teaching methods and teaching methods to solve these problems are beginning to emerge.In 2004,Xia Huihui introduced virtual characters into the history classroom of middle school,triggering debates in history.On the one hand,some people think it has stimulated students’ interest in learning,made the history classroom lively and highly effective,highly respected,and on the other hand it was thought that it had been expelled contrary to the authenticity of the history subject.How to treat the virtual characters that have appeared in the history class in the end?In the history of high school teaching,how to use virtual characters?So this article mainly on these issues to explore research.The content of the thesis consists of five parts:The first part is the introduction,introducing the reasons for the topic selection,current research status,research ideas and methods,and innovation and deficiencies.The second part expounds the application of virtual characters in middle school history and its teaching significance.The meaning of virtual character teaching is mainly through designing a character that does not exist in history,allowing students to enter that period of history in order to understand the true history and complete the task of teaching.At the same time,the application of virtual character teaching has an active role in stimulating students’interest in learning and creating a classroom atmosphere.The third part focuses on survey questionnaires and interviews with teachers of middle school history(taking some teachers in Jiang Su Province as an example)to draw the current status of teachers’ use of virtual character teaching and analyze and summarize them,so as to further understand the use of virtual character teaching by middle school teachers.The attitude and perspective.In the fourth part,based on questionnaire surveys and interviews of middle school teachers,the application of virtual character teaching is used to analyze the problem of communication.The problems include:First,the problems of the virtual characters themselves,mainly the"counter-factuality" of historical narrative means,transcending historical imagination and fictional boundaries,which can easily lead to students’ generalization and language inaccuracy;Second,teachers The problems in the application of virtual characters mainly include lack of historical knowledge,inaccurate character design,and strong utilitarian aspects.The fifth part focuses on the strategy of applying virtual character teaching in the history teaching of middle school.It mainly focuses on the creation of virtual characters,the problems that teachers should pay attention to when using virtual characters,and the teaching reflection of virtual characters.Among them,the creation of virtual characters mainly refers to the three requirements of relying on historical facts,definite goals,and interesting.When teachers use virtual characters,they should pay close attention to teaching themes and sublimate their teaching goals.At the same time,they must combine reality and reality,restore historical facts,understand real history on the basis of virtual characters,and master historical knowledge.In addition,teachers also need to inject emotions,such as spring and rain,to cultivate students’emotional attitudes and values.Finally,the teaching reflection is mainly based on some suggestions after analyzing the virtual character teaching examples.It is also the author’s critical reflection on the application of virtual character teaching.