Review And Research Of Junior High School History Classroom Unit

Compulsory Education History Curriculum Standard(2011 Edition)puts forward higher requirements for students to grasp the time and clues.The style of "General history and theme" in junior history books provides a certain possibility for students to grasp the time and clues.However,the history teacher always has one lesson for every lesson,it makes the students' grasp of knowledge scattered and isolated,and harder to grasp of the clues.At the same time,after the new teaching material promulgation,the contents of each unit have been greatly adjusted,therefore,how to organize the review of the unit in the history class becomes more important.Unit review refers to the practice of reviewing what has been learned in one class hour after the unit teaching.It has four characteristics.Firstly,it is in chronological order and has a distinct theme.Secondly,it has a clear goal and center.Thirdly,it is the combination of phase and continuity.Fourthly,it has the migration to the nearest.It plays an significant role in the teaching of history.It is beneficial to further achieve the teaching objectives,strengthen the key and difficult points and promote the cognizance of systematize.On the basis of combing the present situation of research and teaching practice,a questionnaire was designed to investigate two groups of junior middle school students and history teachers in Jiangsu province.Through descriptive statistical analysis,it is found that the attention of students to unit review decreases with the increase of grade;Compared with the mid-term and final review,the frequency of unit review in each grade is too low;most of the teaching methods implemented by teachers in unit review classes are mainly teaching methods,these teachers ignore the application of enlightening teaching methods.After the use of independent sample T-test,it shows that the new teacher and the old teacher have significant differences in the"integration focus" and requirement of students' ability in the unit review.After the test of variance,we found that the review time is significant different among three grades.After the test of unitary linear regression,the relationship between "after-class review time" and "satisfaction with unit review" showed a unitary linear relationship.This analysis of the above data reflects that the unit review of history class in junior high school has a number of problems,such as the implementation is so poor,students' participation in class is too low and the evaluation method is less.The reason for problems is displayed in the teacher,student and textbook.These reasons are as follows:the lack of content integration ability,improper application of teaching methods,weak historical foundation,contempt for history,and the emphasis on historical facts in textbooks.Based on the problems and reasons investigated,several solving strategies put forward in terms of organizational strategy,transmission strategy and management strategy.In terms of organizational strategy,we should refine and concentrate and choose some necessary content.We should make clues clearer and strengthen the link in different time.We have to strengthen the concept and guide students more learning method.Moreover,we need to sublimate the subject and leave the suspense.In terms of transmission strategy,we should make PPT interact with the blackboard and make practice and practice together.Students should discuss properly and be inspired collectively.In terms of management strategy,teachers should know more about the students and arrange the teaching step by step.Meanwhile,teachers have to arouse students'interest and target properly.Last but not least,teachers should make use of media and share the resources with students.