Research On The Design Of History Teaching In Junior Middle School Based On Situational Teaching Method

With the gradual implementation of the new curriculum reform,the requirements of junior high school history teaching for the teaching quality and teaching effectiveness have been constantly improved,many front-line teachers are also increasingly aware that the traditional teaching methods do not meet the needs and requirements of the new curriculum reform.Therefore,how should change the teaching method,constructs the highly effective history classroom to become the urgent matter.Contextual teaching method is a teaching method that creates concrete and vivid scenes to stimulate students’ learning motivation and thus create an efficient teaching classroom.The use of contextual teaching method in junior high school history teaching design not only meets the needs of the new curriculum reform and the specific requirements of the new standard,but also conforms to the subject characteristics of history and the psychological and cognitive characteristics of junior high school students,and has an optimal effect on history teaching design.However,in the real teaching,there are still some real problems in the combination of contextual teaching method and junior high school history teaching.This is not only reflected in the level of teachers’ teaching style,philosophy and ability,but also in students’ learning motivation and problem awareness.Taking the teaching design of lesson 14 of unit 3,"The Rule of Ming Dynasty" in the first book of Grade 7 of junior high school history of the Human Education Edition as an example,the author mainly adopts the research methods of literature analysis,questionnaire survey and case study to discuss the exploration of the implementation path of contextual teaching method on the basis of the previous ones,and supplement it with teaching design for the transformation of theory and practice.There are four chapters in this thesis.The introductory section firstly discusses the origin and significance of this thesis.The second part discusses the current research status of this topic through the search of references,mainly including the current research status of contextual teaching method in China and the current research status of foreign countries.The research contents and methods of this dissertation are also introduced.Finally,the concepts of "contextual pedagogy","history contextual teaching" and "history teaching design" are defined.The first chapter is “The necessity and feasibility of applying situational teaching method in junior high school history teaching design ”.Firstly,this paper analyzes the advantages of situational teaching method in junior history teaching design,and highlights the necessity and feasibility of situational teaching in junior history teaching.Then it summarizes the theoretical basis of situational teaching method.The second chapter “ Junior high school history situation teaching method implementation path exploration”.In this chapter,the author analyzes the principle and the concrete implementation strategy of the situation teaching design in junior middle school history class,the principle of situation teaching design should follow the principle of teaching by feeling,the principle of intuition,the principle of elicitation and the principle of taking students as the main body The strategies of situation teaching design in junior middle school history class include setting historical situation around teaching content,reproducing historical situation with audio-visual material,experiencing historical situation with role-playing,understanding historical situation with real life.The third chapter “The situation teaching method in the junior high school history teaching present situation and the reason analysis ”.Through questionnaire survey,the author investigates the current situation of history teaching in Junior Middle School,analyzes and summarizes the problems existing in history teaching in junior middle school,and discusses the reasons from two aspects of “Teachers”and “Students”.Chapter four is “The teaching design of the reign of the Ming dynasty”based on the situational teaching method.In order to further implement the “Implementation path”of situational teaching,which is studied in chapter 2,the author has designed the teaching of“The reign of the Ming dynasty”,through analyzing the advantages of situational teaching method in this course,a complete teaching design,including the preparation strategy,teaching design and implementation design based on the situation teaching,and finally the teaching design for reflection.The conclusion part mainly summarizes the junior high school history situation teaching implementation several understanding.