The Use Of Historical Details In Junior Middle School History Teaching

Details are the exquisite beauty of history.Presenting historical details in front of students in middle school history teaching can not only activate the atmosphere of students' historical learning,shorten the sense of distance between students and history,but also make up for the shortcomings of history textbooks.Besides,vivid historical situations are displayed in front of students.In this way,students can learn to analyze historical events and evaluate historical figures more objectively,and then understand and perceive history at a deeper level.In addition,the new historical research results provide strong theoretical support and a large number of material sources for the historical details.In the diversified development of history teaching methods,the proper use of historical details has enhanced the advantages of them and got a better teaching effect.With the requirements of the new history curriculum,teachers should pay attention to not only students' mastery of knowledge,but also their initiative and emotional changes in learning process.Students are encouraged to participate in teaching activities,and teacher-oriented teaching mode should be changed,so the application of historical details in the history teaching is very meaningful.However,there is a certain contradiction between the current teaching situation of Linchuan No.2 Middle School and the use of historical details.How to resolve this contradiction has become an important research topic.Based on the existing research and the reality of Linchuan No.2 Middle School,this thesis discusses how to use historical details effectively in the history teaching in junior high school.During the research,the author found that the research on the application of historical details in middle school has developed greatly since the 21 st century,and a lot of well-reasoned articles have appeared,providing a good theoretical support for the further research of the author.However,there are some deficiencies or issues that are not taken into account,such as too many theoretical articles and homogeneity.Many researches in practice are mainly based on the lesson itself,and less attention is paid to the specific situation of teachers and students.So the purpose of this article is to make the content of this research more concrete and more targeted.After a brief theoretical introduction,the author focuses on the reality of the school that the author works.Through interviews and questionnaires,it is found that there are two main problems.One is that the main criterionfor evaluating teachers in schools is students' grades,and the other is that teachers generally have heavy teaching burden.Combining with the real situation,this article proposes some practical methods,for example,teachers focus on the cultivation of students' historical literacy in Grade Seven and Eight,and focus on students' grades in Grade Nine.The teachers enrich teaching activities in the seventh and eighth grades,giving students more opportunities to show themselves and improving their interest in learning.The application of historical details to the history teaching is the request of history curriculum reform.It may not improve students' grades quickly,but it has a great effect on the cultivation of students' comprehensive ability and the improvement of learning interests.The essential purpose of history teaching is to educate students,not to train students into the same machines.How to use history details reasonably in middle school history class is a question that each of our history teachers should think about.This article mainly includes the following four aspects.The first part mainly introduces the background of the application of historical details and discusses the necessity of using historical details in junior high school history teaching.The second part clarifies the current status of the history teaching and the use of historical details in Linchuan No.2 Middle School through interviews and questionnaires,and analyzes the results of the survey.The third part,which is the main part of the thesis,introduces the premise of introducing historical details into the history teaching,the standards of selecting historical details,and the requirements for history teachers.It also puts forward a feasible method based on the reality.The fourth part,based on theoretical research,shows a lesson example about the application of historical details in history teaching--"Opening a New Route".It was designed and applied to practical teaching to verify the practicability of literature research.