Research On Guided Lesson In Junior Middle School History Teaching

Along with the deepening reform of basic education and the promulgation and implementation of compulsory education history curriculum standard "(2011 edition),the new curriculum reform in our country is moving toward a predetermined goal smoothly under the efforts of the parties,and has achieved obvious reform results.However,in the general environment where examination-oriented education still exists,most teachers only pay attention to the teaching of new knowledge in the actual classroom teaching,ignoring the cultivation of students’ interests and the stimulation of learning motivation.To solve this problem,it is necessary for history teachers to actually renew their teaching thinking and change their educational concepts.As the beginning of classroom teaching,lead-in plays an increasingly important role in stimulating students’ thinking,improving teaching efficiency and building an efficient history classroom.Starting with the basic concepts of lead-in,this paper systematically expounds the role and theoretical basis of lead-in.And through the author’s classroom observation during the teaching practice and the exchange with the history teachers in the practice schools,it is found that there are still many problems in the history lead-in in the junior middle school.In order to give full play to the role of the guiding lessons,the author summarizes and analyzes the requirements and principles of the design of lead-in.In addition,this paper summarizes the current history teaching methods commonly used in combination with specific cases.And the author analyzes the cases of lead-in detailedly,including the advantages and limitations of each method of lead-in.Finally,the paper puts forward suggestions for the problems in the lead-in stage,in order to optimize the effect of the guiding lessons and improve the efficiency of the history classroom.