Teaching Research On Important And Difficult Points Of High School History Under The Background Of "Internet +"

At the fifth mobile Internet Expo in 2012,Yu Yang,chairman and chief executive officer of Yu Yang,proposed the concept of "Internet+" This is also the first time that China has proposed the "Internet+concept." The integration of "Internet+" and education has produced a new form of education.that is,the development of education based on the Internet platform,and the realization of education's efficiency,intelligence and autonomy."Internet+education"provides visualization and three-dimensional technical means for high school classrooms,and is also the support point for the teaching reform that is the most important and difficult in today's history.The speed with which technology is being updated and the associated costs are reduced,providing the possibility for classroom applications.For example,new media such as tablets and smartphones have become long-term items that most households can afford.If these new media can introduce high school history classes.As an important supplement to high school history classroom,it will certainly solve the bottleneck of historical teaching.The teaching of high school history and history is characterized by ideological,humanistic,practical and comprehensive features,and it takes up an important part of high school history teaching.For teaching difficulties,The definition provided by scholars means that"it is difficult for middle school students to understand and master textbooks." This is rarely questioned.Therefore,there are few studies on related aspects.Students are the main body of learning.Therefore,on the choice of teaching difficulties,the first teachers should focus on the actual situation of the students,and can not unilaterally take the curriculum as the only evaluation criteria.For the teaching priorities,one definition given by the academic community is:"In textbooks,the most basic and most important part of the knowledge of this discipline",the historical focus should be relative rather than absolute.Historical key knowledge is important in the middle school history knowledge framework,and plays an irreplaceable role in secondary school students 'understanding of relevant historical knowledge.Since this status and role is relative to other historical knowledge,it can not be determined solely on the basis of the historical syllabus.It is necessary to divide the historical focus according to the students 'existing learning situation and the textbook knowledge system.On the basis of combing out and summarizing the results of the research on the "Internet+" and the teaching of high school history,we need to make some theoretical and practical advances,and adhere to the inherent supporting factors of "student-oriented" and multi-channel dissemination of knowledge.It is committed to providing new positions for students to learn knowledge and use knowledge to cultivate students 'ability to find problems and solve problems,and implement the concept of lifelong education.Based on the background of the wide application of Internet+today,starting from the psychological cognitive needs of middle school students,and in line with the need of the new round of curriculum reform and the needs of the times,the necessity and feasibility of the application of Internet+teaching in the history of middle school are comprehensively analyzed.The application of "Internet+" related technologies to history classes is an irreversible new trend.Through questionnaires,interviews and multiple data analyses.It is found that there are the limitations of high school history teachers 'understanding and application of "Internet+" in the current "Internet+" classroom teaching,the weak ability of high school students to extract scattered information from the Internet,and the high school history classroom in the "Internet+"application level.Aimed at these problems,the author puts forward several effective strategies of pre-study stage,explanation stage and after-school evaluation stage.Through the teaching practice,the validity experiment is carried out on the related theoretical problems,the implementation effect is evaluated,the problems of classroom control,the restriction of the principle of separation under exam-oriented education,and the problems of material restrictions are analyzed,and the correction methods are found.The research of this paper has both theoretical foundation and theoretical breakthrough on the basis of practice.Finally,the research of this paper has more scientific application value and provides reference for the effectiveness optimization of real high school history teaching.