A Study On The Present Situation And Countermeasures Of The Ability Of History Subjects Of Junior Middle School Students

With the continuous deepening of education reform,the study of history subject ability of junior high school students has attracted more and more scholars ’attention.The 2011 version of the history curriculum standards puts forward clear requirements for the cultivation of history subject ability,indicating the importance of cultivating students’ history subject ability.At present,scholars have studied more about the cultivation and strategies of history subject ability,and less research on the status of specific schools,and the research mainly focuses on the high school stage.Therefore,this article takes junior high school students in Yanji City as the research object to understand the students’ history subject ability To provide reference for future teaching research.This research is guided by the "ability goals" and "implementation suggestions"in the 2011 version of the history curriculum standards,based on the problem exploration model,the "cognitive ability development" process model,humanism theory,teaching resource development theory and historical test questions.Based on the theoretical basis and the analysis theory of test papers,the questionnaire survey method,interview method and document method are used comprehensively to find out the problems existing in the history discipline ability of the third grade students in Yanji City at the emerging stage and propose corresponding solutions.This article uses the questionnaire to take 300 Han nationality junior high school students in Yanji as the research object,through the analysis of the answer of the students’ historical test questions and the data analysis of the questionnaire,combined with the interview method,the following conclusions are drawn:First,the current Yanji City The overall level of junior high school students history subject ability is average,requiring teachers to guide students;second,affected by learning motivation and interest,students have a weak sense of historical space when building historical time thinking ability;third,subject to learning methods and history curriculum resources The influence of students,when they imagine the history,ca n’t dig deep information of historical charts;fourth,affected by learning attitudes,teaching strategies,and historical curriculum resources,students have difficulty in interpreting historical materials when understanding history;fifth,by teaching evaluation Due to the influence of methods and teaching strategies,students are not clear in expressing and writing historical opinions when expressing and communicating history.Through the research in this article,it is recommended to strengthen cooperative inquiry learning among students,promote a variety of teaching evaluation methods,improve students ’historical expression and communication skills;master the method of analyzing historical charts,integrate and use a variety of history curriculum resources to improve students’ history Imagination ability;cultivate students ’interest in learning history,change learning motivation,improve students’ ability to think in time sequence of history;strengthen the guidance of methods of interpreting historical materials,correct the attitude of learning history,expand students ’reading amount of history books,and improve students’ ability to understand history.