Exploration On The Construction Of High-efficiency Historical Classrooms In Township Junior High Schools

In recent years,with the implementation of the new curriculum reform,quality education and training innovative talents have increasingly become the focus of attention.How to effectively promote the innovation of history classroom teaching in township junior high schools,train students' history literacy and innovation ability more efficiently,and build a truly practical and efficient history classroom has become the proper meaning of the topic.In order to build an efficient history classroom,Shandong province Pingyi county Liuyu Middle School,where the author works,adopts the classroom teaching mode of "two cases,three steps and four links",which has achieved remarkable results.This model requires teachers to return classes to students and give full play to their subjectivity.The so-called "two cases,three steps and four links" is the characteristic and efficient classroom teaching mode of Liuyu Middle School,which is built by relying on "two cases",taking "three steps" and "four links".Among them,"two cases" refer to "excellent teaching plan and excellent learning plan","three steps" refer to three steps: "pre-class preparation,in-class inquiry and after-class training",and "four links" refer to four major teaching methods: "creating situation,introducing passion-autonomous learning,cooperative inquiry-showing and communicating,dispelling doubts and doubts-improving positioning and meeting standards in class" Through the "four links" classroom teaching mode,students' passion for learning history can be stimulated,classroom learning efficiency can be improved,an independent learning system can be constructed,and students' comprehensive quality can be improved in all directions.This paper is mainly divided into the following parts: The first part is the introduction,which clarifies the background and significance of the topic selection,combs the current situation of history efficient classroom teaching mode,and uses the previous experience for reference to analyze the history efficient classroom and the "two cases,three steps and four links" mode of this paper,and states the research methods,research emphases,difficulties and innovations.The first chapter is the investigation and analysis of history teaching before the implementation of high-efficiency classroom mode in Liuyu Middle School,including the investigation of students' learning history and the investigation of teachers' teaching,and analyzes the problems existing in the history classroom of township middle schools according to the questionnaire.The second chapter mainly analyzes the feasibility and necessity of implementing the efficient classroom teaching mode of "two cases,three steps and four links".The third chapter is an overview of the teaching mode of "two cases,three steps and four links" and its theoretical basis.Drawing lessons from previous research results,it defines the core concepts of "two cases,three steps and four links" teaching mode and "history efficient classroom",which provides theoretical basis for creating high-efficiency history classroom in middle schools.The fourth chapter mainly interprets the implementation mode of "two cases,three steps and four links" in the history teaching of township junior high schools,which is divided into creating background,creating scheme principles,creating scheme,implementing scheme,teaching cases and analyzing and evaluating the implementation effect objectively.The fifth chapter mainly reflects on the efficient classroom model of history in township junior high schools and puts forward the optimization strategies.Liuyu Middle School closely follows the situation of curriculum reform and adopts the teaching mode of "two cases,three steps and four links" to explore history teaching.The practical test shows that the teaching mode is close to the actual situation of our school,and it is necessary and feasible.However,there are also some problems in the implementation process,such as the lack of history teachers in township middle schools,poor students' learning foundation,and teachers' poor understanding of this model.In view of these problems,the author reflected objectively and put forward strategies and methods to optimize the history classroom of junior middle schools in villages and towns.